Results | Kerko

Correia, A. (2017). Macau Foundation Research Project MF/2017/16: Exploring Educational Leaders’ Perspectives of Inclusion: A Macao and Oporto Comparison. [Research Report]. University of Saint Joseph.

Correia, A. (2015). Visions for Education among Chinese and Non-Chinese Student Teachers: Exploring Cultural Differences. The International Journal of Diversity in Education, 16(1), 15–28. https://doi.org/https://doi.org/10.18848/2327-0020/CGP/v16i01/40051

Using Habermas’s theory of communicative action, this study explores the educational visions held by a multi-cultural class of students enrolled in a teacher preparation programme set in a culturally and linguistic diverse urban environment with a recent history of colonialism. The purpose of the study was to analyse the educational and teaching visions put forward by student teachers in an essay during the course “Principles of Education,” which took place in the 2013–2014 academic year and to determine whether the variation in respondents’ vision statements was related to the students’ cultural backgrounds. The students’ awareness of the instructor’s grading role may have influenced the content of their vision statements, and thus Habermas’s theory of communicative action was selected as it allows one to focus on both the content and the process of communicative interaction. The current qualitative research presents data from twenty Macau-Chinese and twenty non-Chinese overseas students. Their visions for education and teaching were examined along the lines of culture. The findings revealed that the idealised representations of what education and teaching is, does and symbolise, varies along culture lines. Since urban educational environments are growing culturally diverse, it is recommended that additional attention be given to cultural awareness in teacher education programmes.

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Correia, A. (2020). A figura feminina na ficção de Senna Fernandes: identidade, subalternidade e agência. In O Macaense. Identidade e cultura e quotidiano (pp. 51–62). Universidade Católica Portuguesa.

Correia, A. (2009). Assimetrias de Género. Ensino e Liderança Educativa. Fundação Manuel Leão.

Correia, A. (2017). Variation in students’ conceptions of classroom management. Fall 2017.

Correia, A. (2015). Da aptidão à aspiração: um caminho por percorrer. CECS - Publicações / EBooks, 109–127. http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/article/view/2132

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Correia, A. M. (2019). Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management. Revista Portuguesa de Investigação Educacional, n. 19, 257-280 Páginas. https://doi.org/10.34632/INVESTIGACAOEDUCACIONAL.2019.5300

Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.

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Correia, A., & Marques, A. (2012). The gender gap in science, engineering, technology & mathematics: unfolding traditional mindsets. 6070–6078.

Correia, A., & Teixeira, V. (2017). “The will and the way of inclusive education in Macao”,. Asian Education and Development Studies, 6(4), 401–413. https://doi.org/https:// doi.org/10.1108/AEDS-05-2016-0040

Correia, A., & Teixeira, V. (2017). Catholic schools and inclusive education in Macao: a journey of a thousand miles. EDUCA - International Catholic Journal of Education, 3. https://educa.fmleao.pt/wp-content/uploads/2017/06/Educa_3_06_Correia_Ana_M.-Teixeira_Vitor_S.pdf

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Correia, A., & Sousa, I. (2011). Lusofonia, encruzilhadas culturais, Actas da Conferência sobre Lusofonia. Saint Joseph University Press.

Teixeira, V., & Correia, A. (2017). Perceived competence and social acceptance of preschool children in Macao: a case study. International Journal of Learning and Teaching, 3(3), 226–231. https://doi.org/10.18178/ijlt.3.3.226-231

Correia, A., & Costa, J. (2004). Liderança feminina nas escolas de Macau: uma abordagem exploratória. Revista Portuguesa de Investigação Educacional, 3, 89–109. https://doi.org/10.34632/investigacaoeducacional.2004.3216

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Correia, A., & Costa, A. (2003). A análise da cultura organizacional escolar através dos seus artefactos. Revista Do Fórum Português de Administração Educacional,.

Correia, A., & Borges, V. (2014). The fiction of Fernanda Dias and Senna Fernandes: Revisiting colonial Macau through the lens of ethnicity, gender and patriarchy. 27–36. https://papers.iafor.org/submission01402/

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