José Reis Jorge

José Reis Jorge is Professor of Education at ISEC Lisboa/Instituto Superior de Educação e Ciências and Honorary Senior Lecturer and Doctoral Thesis Supervisor, University of Liverpool Online, UK/Laureate International Universities. He is currently Director for Research & Development and Chair of the Scientific Board at ISEC Lisboa.

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 Teacher Education, Elsevire and Teaching in Higher Education, Routledge. His main research interests are in the areas of Foreign Language Teaching and Learning, Teacher-Research, Approaches to Supervision, Teacher Assessment and Professional Development, and Reflective Practice.

Recent Publications

Books & Book Chapters

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.

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.

Articles – peer reviewed

Olcina-Sempere, G, Reis-Jorge, J., & Ferreira, M. (2020). La educación intercultural: La música como instrumento de cohesión social. Revista de Educación Inclusiva, 13(1), 288-311.

Reis-Jorge, J., Ferreira, M. & Olcina-Sempere, G. (2020). La figura del profesorado-investigador em la reconstrucción de la profesionalidad docente en un mundo en transformación. Revista Educación, 44(1), 489-501. DOI: https://doi.org/10.15517/revedu.v44i1.39044. Revista da Universidade de Costa Rica.

Almeida, M. C. & Reis-Jorge, J. (2019). Para uma visão holística do processo de ensino/ aprendizagem no ensino superior. Alameda – Revista de Educação, Artes e Ciências, 5, 22-29.

Olcina-Sempere, G., Ferreira, M., & Reis-Jorge, J. (2019). El professorado como mediador cognitivo y promotor de un aprendizaje significativo, Revista Educación,, 43(2). DOI 10.15517/REVEDU.V43I2.37269. Revista da Universidade de Costa Rica

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.

CETAPS