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Activity Funded

Centre for Research and Innovation in Education

Centro de Investigação e Inovação em Educação

Reference
UIDP/05198/2020
Project Start Date
2020-01-01
Project End Date
2024-12-31
Principal Investigator
Funding Program
Concurso de avaliação no âmbito do Programa Plurianual de Financiamento de Unidades de I&D (2017/2018) - Financiamento Programático

Abstract

10.2 Summary in English for general dissemination purposes The “Centre for Research and Innovation in Education (inED)” is a research unit of the Porto Polytechnic’s School of Education, comprising 32 integrated researchers. It assumes education as a central process in human lives (individuals and societies), which implies a multidisciplinary approach. The inED intends a contribution to the construction, dissemination and sustainability of declarative, procedural and situational knowledge in Education Sciences throughout four thematic areas: Teacher Education and Training; Special Education and Inclusion; Culture, Art and Education; Society Challenges and Education. The most representative projects in each of these areas intend to develop, for 2018-2022: A) A systematic study of innovative teacher education (pre-; in-service) methods and approaches and its impact on the learning, development and participation of children, young people and adults; B) An alternative authentic assessment system for students with complex needs to increase the accountability of the special education services and study the eligibility process and criteria; C) The lines of thinking-action-thinking concerning aesthetic education and the education of publics for contemporary art, thus continuing the work already produced at the Unit; D) The study of childcare system and increasing the knowledge of foster care as the preferential context to improve the child’s development and well-being, to support and sponsor the deinstitutionalization process. Our vision is implemented via the following approaches: (i) Connection with the contexts of professional practice (promoting an interface between applied research and practice and ascribing meaning and utility to the research outcomes); (ii) Internationalization (expanding to other institutions and networks the connections that researchers have already developed); (iii) Linking research and education/training (by intensifying the study of formative processes, involving ESE students and in-service training in the research process); (iv) Identity and permeability of research fields (through the reinforcement of the four thematic areas, and specially Teacher Education and Training, and the development of trans-thematic research initiatives around educational problems and challenges). The goals and strategies that the Centre is going to pursue give continuity to its recent history and, in consistence, the priorities for the period 2018-2022 imply a higher academic visibility of the center (e.g., by increasing internationalization, number of researchers, funding), a focus on knowledge transference, and also the improvement of the quality of the research processes and outputs in the four mentioned areas. 10.3 Summary in English for evaluation The “Centre for Research and Innovation in Education (inED)” is a research unit of the Porto Polytechnic’s School of Education (SE), comprising 32 integrated researchers. It assumes education as a central process in human lives, both for individuals and for societies, that implies a multidisciplinary approach. The inED intends to contribute to the construction, dissemination and sustainability of declarative, procedural and situational knowledge in Education Sciences. The underlying epistemological foundation for the Centre’s activities has stressed the confluence between the contexts of professional practice and the scientific community, configuring a reciprocal interface between research and practice, ascribing meaning and utility to the research outcomes, in four thematic areas: Teacher Education and Training; Special Education and Inclusion; Culture, Art and Education; Society Challenges and Education. The most representative projects in each of these areas intend to develop, for 2018-2022: A) The systematic study of innovative teacher education (pre-; in-service) methods and approaches and its impact on the learning, development and participation of children, young people and adults; B) An alternative authentic assessment system for students with complex needs to increase the accountability of the special education services and study the eligibility process and criteria; C) The lines of thinking-action-thinking concerning aesthetic education and the education of publics for contemporary art, thus continuing the work already produced at the Unit; D) The study of childcare system and increasing theknowledge of foster care as the preferential context to improve the child’s development and well-being, to support and sponsor the deinstitutionalization process. Our vision is implemented via the following approaches: (i) Connection with the contexts of professional practice: One of the identified strengths of inED has been the development of research in the confluence between the contexts of professional practice and the scientific community, promoting an interface between research and practice and ascribing meaning and utility to the research outcomes. This is aligned with a strong tendency towards applied research that characterizes the polytechnic subsystem, as well as with the SE’s mission of developing the transference of research results and products. (ii) Internationalization: As stated above, the collaboration with the international scientific community will be strengthened, expanding to other institutions and networks the connections that the researchers have already developed, to produce research with a higher dimension and impact, publishing papers with international recognized researchers. On the other hand, building in other of the centre’s strength, which is the connections with Brazil and other Portuguese speaking countries, it’s our aim to profound those connections to make the inED a co-host (with the appropriate formal recognition) of doctoral programs, receiving applicants from those countries (i.e., an Inclusive Pedagogy Doctoral Program). (iii) Linking research and education/training: The strategy of the inED can benefit on the SE’s large experience in the education/training of professionals and intervention initiatives in the community, and in its consolidated partnerships and protocols with several institutions at a regional, national and international levels. Thus, we intend to intensify the study of formative processes, according to different research paradigms in the study of education, involving students of the SE, from bachelor and master programs, and in-service training, in the research process, aiding them to incorporate the research dimension in the construction of their professional identity. (iv) Identity and permeability of research fields: This implies a dual but integrated movement- to reinforce the identity and research outputs in the four thematic areas, and specially Teacher Education and Training because of its pivotal role in the institution and region, and to develop trans-thematic research initiatives around educational problems and challenges. To implement our future activities, we’ll follow three strategies, beginning in the first semester 2018: * Analysis of the projects already being implemented in this area, to find intersections and communalities; * Invitation of national and international researchers that will assist/advice in the design of consistent research projects, where researchers, maintaining their conceptual and pragmatic identity, may develop transdisciplinary research around the concepts of “Education” and “Inclusive Pedagogy”; * Involvement of students (bachelor and master programs and in-service training). We will consider this strategy to be successful if in 2019 we have one project awarded with external founding (FCT or European funds), and presented at Porto ICRE’19; if in 2020 we participate in an European network of research in teacher education and training; and if, in 2021, we offer an international doctorate program in Inclusive Pedagogy. In line with the EUA general recommendations, the inED, will pay attention to the critical role of Open Science and Open Access at the time of reinforcing the linkages between teacher education, research and innovation, at a national and international level, and with a view at the Recommendations provided by the Ninth EU Framework Programme for Research and Innovation (FP 9). The internal regulation establishes that the Centre includes: (i) Integrated researchers (internal or external to the SE, who hold a PhD and present regular scientific production); (ii) Collaborators (holding a PhD but either don’t fulfil the criteria of regular scientific production, or participate as integrated researchers in other research Centres); and (iii) Student researchers (those who are involved in graduated or post-graduated programs, and participate in research projects of the Centre).

Institutions

Main Institutions

  • Centro de Investigação e Inovação em Educação (inED)
  • Universidade Técnica do Porto (UTP)

Funding 83.750,00 €

Fundação para a Ciência e a Tecnologia (FCT) - Portugal

83.750,00 €