University of Lisbon, Instituto de Educação, Portugal
Levels of education
Geographical scope of expertise
Content of education and training curricula, development of key competences
Education and migration
Education and training of professional workforce
Active citizenship and identity in education
Pinho, A. S. (2019). Plurilingual education and the identity development of pre-service English language teachers: an illustrative example. In P. Kalaja & S. Melo-Pfeifer (eds), Visualising multilingual lives: more than words (pp.214-231). Bristol: Multilingual Matters. (ISBN 9781788922593).
Szelei, N., Tinoca, L., & Pinho, A. S. (2019). Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools. Teaching and Teacher Education, 79, 176-187. https://doi.org/10.1016/j.tate.2018.12.020
Pinho, A. S. & Andrade, A. I. (2014). Redefining a professional project: the voice of a language teacher in a context of collaborative learning. European Journal of Teacher Education, 1-20, http://dx.doi.org/10.1080/02619768.2014.902440.
Pinho, A. S., Gonçalves, L., Andrade, A. I. & Araújo e Sá, M. H. (2011). Engaging with diversity in teacher language awareness: teachers’ thinking, enacting and transformation. In S. Breidbach, D. Elsner & A. Young (eds.), Language Awareness in teacher education: Cultural-political and socio-educational dimensions (pp. 41-61). Bern/Frankfurt: Peter Lang (ISBN 978-3-631-61464-8).
Pinho, A. S. (2009). Plurilingual awareness and intercomprehension in the professional knowledge and identity development of language student teachers. International Journal of Multilingualism, 6(3), 313-329, https://doi.org/10.1080/14790710902981157