Academic and professional profile of higher education professors providing initial teacher training

It consists of a research project that aims to deepen our knowledge of the academic profile of public higher education teachers who provide initial teacher training in Portugal, both in primary and secondary education. In this project, I am working with the team to help characterize the academic and professional profile of the teachers who provide initial teacher training in higher education institutions. The support task initially consists of organizing and relating all the data on the curricula of teachers in public polytechnic higher education in Portugal provided by A3ES. Once this data has been organized and filled in on a detailed grid, brief analyses and summaries of the related data are carried out in order to respond to the objectives of this EDULOG-funded project.

DEMOSpEJS La democracia en las escuelas como fundamento de una educación para la Justicia Social.

Any endeavor for Social Justice should be concurrently an effort of democratization (Fraser, 2008). Building an Education for Social Justice must, therefore, necessarily address democracy in schools and the teaching of democracy. Thus, this proposal is based on the persistent research, development, transfer and training on Education for Social Justice of the research group "Educational Change for Social Justice", whom, in this occasion, takes a further step focusing on democracy in schools. To this aim, it is strengthened by the Institute for Human Rights, Democracy and Culture of Peace (DEMOSPAZ) and the "Hermanadas por la Justicia Social" school network. It proposes an international study among 6 research teams from 3 Europeans and 3 Latin Americans countries. The current line of work harmonizes and reflects the latest international advances that request for greater democratization in school and in society. The three main objectives of this research are: To know the conceptions of democracy from the school community members and the praxis at school context. To understand the significances and political meanings that underlie the school democratic culture. To deepen the knowledge and development of democracy for an education in and for Social Justice based on an action-research process with a network of schools committed to Social Justice To achieve these three complementary studies are proposed: Phenomenographic study. The participants will be 270 teachers, 60 principals and 270 students from 6 countries and of different educational level, context and school ownership. Ethnographic study complemented with Social Network Analysis (SNA). At least 9 schools will be studied in 6 countries, involving principals, teachers, students, administration, staff and families in order to understand the senses and political meanings of the school community in relation to democracy. Action-Research will be held with a 7 school network that is characterized by working for Education for Social Justice. It seeks to transform and generate knowledge about education in and from democracy through a Project Based Learning (PBL) approach. The research has been designed to optimize its impact and internationalization. In this way, above collaborating with DEMOSPAZ and with the Hermanadas school network we stress the participation of 6 teams from six countries, and RILME network.