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Marco Paulo Maia Ferreira

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Professor

Instituto Superior de Educação e Ciências

Portugal

Research Interests

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Professors in Portugal Professors in Education Education professors in Portugal

About

Professor Marco Paulo Maia Ferreira is a faculty member at the Instituto Superior de Educação e Ciências in Portugal. His research areas include teachers' continuous training, inclusive education, social and emotional learning, and the well-being of school leaders. He has contributed significantly to the field through various articles exploring teachers' professional identity and pedagogical practices.

Recent Grants

Grant: Open

FIPTAL – Initial and ongoing training and job placement for special education teachers

Open Date: 2025-11-01

Close Date: 2027-11-01

Grant: Open

PROFOR-FOMENTO - A formação inicial de professores para a inclusão escolar na educação básica

Open Date: 2025-01-01

Close Date: 2026-12-01

Grant: Close

Happy Campus - Saúde mental e bem-estar no Campus Académico do Lumiar

Open Date: 2024-01-01

Close Date: 2026-01-01

Grant: Close

3AS - Anular o Abandono e Aumentar o Sucesso no Ensino Superior

Open Date: 2023-01-01

Close Date: 2024-01-01

Grant: Close

SaberSentir – a pedagogia terapêutica para a promoção do desenvolvimento socioemocional

Open Date: 2022-01-01

Close Date: 2024-01-01

Articles (27)

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2022

Collaborators (7)

Viola Manokore

CANADA

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Claudia Neves

Assistant professor

Universidade Aberta

PORTUGAL

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José Castro Silva

Assistant Professor

ISPA - Instituto Universitário

PORTUGAL

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Ana Patrícia Almeida

Assistant Professor

Universidade Aberta

PORTUGAL

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Markus Talvio

University of Helsinki

FINLAND

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Ana Sofia Santos

Universidade de Lisboa Faculdade de Motricidade Humana

PORTUGAL

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Rita Brito

Docente no Mestrado em educação pré-escolar e ensino do 1º ciclo ensino básico

Instituto Superior de Educação e Ciências

PORTUGAL

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Marco Paulo Maia Ferreira

Research Interests

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About

Recent Grants

Articles (27)

Intersections of Teacher Well‑Being, Inclusive Education and Professional Development: A Narrative Review

Teachers´ Self-efficacy - A Quantitative Study of the Impact of an Online Wellbeing Course

Emergent Themes on Teachers’ Professional Well-Being: A Qualitative Descriptive Study

Teachers’ continuous training and inclusive education – A critical stance supported by teachers’ narratives

Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices

Differentiated Instruction – A Theoretical Essay

Paradoxes and Axioms in Inclusive Education: Fostering Dialogue and Critical Reflection

Resilience and purpose as predictors of Portuguese school leaders' work well-being

Editorial: Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future

Resilience and purpose as predictors of Portuguese school leaders' work well-being

A Narrative Inquiry about Teachers' Professional Identity - Stories of Lived Experience

Physical and mental wellbeing, teaching efficacy and school connectedness—A study with preschool teachers in Portugal

Foundations of Teaching and Learning – A Study with Teachers on Conceptions and Pedagogical Practices

Foundations of Teaching and Learning – A Study with Teachers on Conceptions and Pedagogical Practices

Headteachers and Inclusion: Setting the Tone for an Inclusive School

Headteachers and Inclusion: Setting the Tone for an Inclusive School

El aprendizaje socioemocional en la Educación Primaria: una investigación sobre las concepciones y las prácticas de los maestros en el aula

Conceções e práticas de ensino-aprendizagem: desenvolvimento de quatro dimensões com relevância teórica e empírica

School leadership engagement: validation of the Portuguese version of UWES scale

Percepciones de los profesores sobre los desafíos de la educación inclusiva en Portugal

An Essay about Intercultural Sensitivity and Competence in Higher Education

Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018)  A qualitative assessment by primary and secondary school teachers

Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers

LA PERCEPCIÓN MUSICAL: UN ESTUDIO CON ESTUDIANTES UNIVERSITARIOS DE ESPAÑA Y PORTUGAL

Perception and knowledge of critical thinking: A qualitative research study with Professors of Higher Education in Oman

An Exploratory Study for the Development of a Survey on Learning Team Process, Impact, and Tutor’s Role (PIT) in Facilitating Online Learning

An Exploratory Study for the Development of a Survey on Learning Team Process, Impact, and Tutor’s Role (PIT) in Facilitating Online Learning

Collaborators (7)

Viola Manokore

Claudia Neves

José Castro Silva

Ana Patrícia Almeida

Markus Talvio

Ana Sofia Santos

Rita Brito

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Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) A qualitative assessment by primary and secondary school teachers