José Reis Jorge

José Reis Jorge is Professor of Education at ISEC Lisboa/Instituto Superior de Educação e Ciências. He is currently Director for Research & Development and Chair of the Scientific Board. He holds a PhD in Education and a Master of Education (TEFL) from the University of Bristol, UK. He is a member of the Editorial Board and Peer-Reviewer to Teaching and Teachere Education, Elsevire and Teaching in Higher Education, Routledge. His main resarch interests are in the areas of Foreign Language Teaching and Learning, Approaches to Supervision, Teacher Assessment and  Professional Development, and Reflective Practice.

Publications

Books

Ferreira, M., Grewiński, M., & Reis-Jorge, J. (2014). Superwizja jako instrument rozwoju zawodowego w służbach społecznych [Supervision as an instrument for professional development in social services]. Warszawa: Mazowieckie Centrum Polityki Społecznej; Wyższa Szkoła Pedagogiczna im. Janusza Korczaka w Warszawie.

Chapters in Books

Reis-Jorge, J. (2014). Kształcenie i superwizja pracowników socjalnych: wkład Portugalii [The training and supervision of social workers: the contribution of Portugal]. In Grewińsky, M. & Skrzypczak, B. (Eds.). Superwizia pracy socjalnej [Supervision in social work], (pp. 60-70). Warszawa: Wyższa Szkoła Pedagogiczna im. Janusza Korczaka w Warszawie; Centrum Wspierania Aktywności Lokalnej CAL.

Reis-Jorge, J. (2012). Podejście systemowe do superwizji w szkolnictwie wyższym [A systemic approach to supervision in higher education]. In Tutorin Akademicki. Przegląd zagadnień (pp. 207-237).Warszawa: Wydawnictwo Wyższej Szkoły Pedagogicznej TWP w Warszawie..

Ferreira, M. & Reis-Jorge, J. (2012). Tutoring i superwizja w szkolnictwie wyzszym – koncepcje i praktyki [Tutoring and supervision in higher education: Concepts and practices]. In Tutorin Akademicki. Przegląd zagadnień (pp. 176-181). Warszawa: Wydawnictwo Wyższej Szkoły Pedagogicznej TWP w Warszawie.

Reis-Jorge, J. M. & Fétal, S. (2012). Promoting social competences among 5th and 6th grade students – PAR Program: A constructivist program of intervention. In S. Orphanos (Ed.), Organizing and improving school environment (pp. 173-187). Athens: Athens Institute for Education and Research.

Reis-Jorge, J. (2009). Contributions for the training of teachers to teach in prisons – the Portuguese case. In A. Selkirk and M. Tichenor (Eds.) Teacher education: policy, practice and research (pp. 265-284). Hauppauge, NY: Nova Science Publishers.

 

Articles

Wang, R., Reis-Jorge, J., Crosta, L., Edwards, A., & Mudaliar, M. (2018). The use of social media and artificial intelligence tools by online doctoral students at the thesis stage. Proceedings of the6th Teaching & Education Conference, (pp. 90-114), 1st-4th October 2018, Vienna, Austria. www.iises.net/proceedings/6th-teaching-education-conference-vienna/front-page. DOI: 10.20472/TEC.2018.006.006

Crosta, L., Edwards, A., Wang, R., Reis-Jorge, J. M., & Mudaliar, M. (2018). How international online students from a professional doctorate in education are using social media and artificial intelligence tools into the thesis stage? Proceedings of EDULEARN18 Conference, (pp. 1461-1469), 2nd-4th July 2018Palma, Mallorca, Spain. 

Reis-Jorge, J. & Siciliano, F. (2018). (Re)constructing professional identity through personalist interactive reflection: A case study of a pedagogical supervisor. Proceedings of the EAPRIL 2017 Conference, (pp. 66-79), November 20-December 1 2017, Hämeenlinna, Finland.

Reis-Jorge, J. & Queiroz, E. (2016). Que contributo da avaliação do desempenho docente para o desenvolvimento pessoal e profissional dos professores?: Um estudo exploratório, Alameda-Revista de Educação, Artes e Ciências, 3, 46-57.

Fombona, J., Vasquez-Cano, E. & Reis-Jorge, J. (2016). Los problemas de los recursos informáticos en el contexto universitário. Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 11(32), 145-163.

Reis-Jorge, J. (2015). Teacher performance assessment: A necessary evil or an indispensable asset? The Portuguese experience. Bașkent University Journal of Education, 2(2), 151-162.

Reis-Jorge, J. & Ferreira, M. (2012). Percursos curriculares para uma escola inclusiva: da retórica à prática da inclusão. Egitanea Sciencia, 11, 7-24.

Reis-Jorge, J. (2008). A reflexividade como eixo estruturante do profissionalismo docente: dimensões e intencionalidades do acto reflexivo e implicações para a formação de professores, Concepções – Revista Científica da Faculdade de São Luís de França, 1, 12-20.

Reis-Jorge, J. (2007) Teachers` conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education: an International Journal of Research and Studies, 23(4), 402-417.

CETAPS