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dc.contributor.authorLeite, Laurindapor
dc.contributor.authorDourado, Luís Gonzaga Pereirapor
dc.contributor.authorMorgado, Sofia Fernandespor
dc.description.abstractBetween the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a twostage model, which includes a 3-year undergraduate program of subject matter that leads to a licenciatura (or bachelor) degree and a 3-year professional master in the teaching of a subject. The way that teacher educators perceive the ITE programs effects the education of prospective teachers and consequently the future of science education. This paper aims at analyzing how science teacher educators perceived the changes that took place in this formal way of educating junior school (7th–9th grades) and high school (10th–12th grades) science teachers in Portugal, due to the implementation of the Bologna guidelines. To attain the objectives of the study, 33 science teacher educators including science specialists and science education specialists answered an open-ended online questionnaire, which focused on the strengths and weaknesses of the pre- and post-Bologna ITE programs, the overall quality of teacher education and measures for improving ITE. The results indicate that science teacher educators were quite happy with all of the ITE models, but they expressed the belief that both the science and the teaching practice components should be strengthened in the post-Bologna masters in teaching. Meanwhile, changes were introduced in Portuguese educational laws, and they proved to be consistent with the opinions of the participants. However, the professional development of teacher educators along with evidence-based ITE programs seems to be necessary conditions for overcoming the challenges that teacher education is still facing in Portugal and worldwide.por
dc.description.sponsorshipThis work was funded by CIEd—Research Centre in Education, Institute of Education, UMinho, UID/CED/01661/2013—through national funds of FCT/MCTES-PT.por
dc.publisherSpringer por
dc.subjectInitial teacher educationpor
dc.subjectTeacher education modelspor
dc.subjectScience teacherspor
dc.subjectOpinions of teacher educatorspor
dc.subjectBologna processpor
dc.titleInitial science teacher education in Portugal: the thoughts of teacher educators about the effects of the Bologna processpor
dc.relation.publisherversionThe original publication is available at
oaire.citationTitleJournal of Science Teacher Educationpor
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.subject.wosSocial Sciencespor
sdum.journalJournal of Science Teacher Educationpor
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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