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A través del análisis de algunos textos teóricos y literarios de J.M. Caballero Bonald, este trabajo destaca la centralidad del concepto de ‘deformación’ artística en la concepción poética del autor y, contemporáneamente, su repudio de todo arte mimético. Se trata de una ‘deformación’ que, a su juicio, al reelaborar artísticamente la realidad, permite al artista desvelar la cara oculta de lo real, propósito principal de la literatura según el escritor jerezano, y muy relacionada, en su caso, con la pintura (especialmente con el cubismo picassiano) y con la imaginación surrealista y la estética barroca, fundamentales también para su obra literaria. En el ensayo se tienen también en cuenta otros conceptos importantes en la poética bonaldiana, como laberinto, otredad o hermetismo.

Neste artigo discutimos o conceito de identidade profissional à luz da literatura internacional sobre esta temática e apresentamos alguns resultados de um estudo em curso que visa compreender o modo como os alunos veem o currículo da formação inicial, com especial destaque para o lugar da prática na configuração da sua identidade profissional, bem como as suas motivações, crenças e perspetivas futuras sobre a profissão docente e sobre ser professor. O texto termina com uma reflexão sobre o desenvolvimento da identidade profissional na formação inicial de professores, nomeadamente a partir da compreensão e questionamento de crenças, valores e imagens pessoais sobre o ensino e sobre o que significa tornar-se (e ser) professor, bem como sobre o próprio processo de formação e de (re)construção de saberes, através da reflexão e da indagação em articulação com a prática

Este texto explora as potencialidades do autoestudo e das abordagens narrativo-biográficas na formação de professores, com base nos trabalhos de Goodson, nomeadamente as histórias de vida, incluindo uma entrevista com o autor realizada em 2007 por uma das autoras (Maria Inês Marcondes) e de Kelchtermans. Relaciona aspectos comuns entre as duas metodologias nomeadamente: self e reflexividade, contexto, compromisso com a justiça social, transformação e colaboração. Defende a ideia de que combinar os dois enfoques pode oferecer aos investigadores e professores uma análise mais rica do trabalho docente e da realidade escolar, bem como dos processos de formação, sendo que esses enfoques podem ser vistos como complementares, cada um deles possibilitando superar algumas das limitações do outro

O artigo aborda a democratização da educação, a partir do conteúdo do atual Plano Nacional de Educação (PNE), enfocando o histórico recente de elaboração destes Planos no Brasil. O estudo resgata o processo de tramitação do Projeto de Lei 8035/10 referente ao atual PNE até sua aprovação na Lei 13. 005/14, evidenciando algumas contradições neste processo em relação aos objetivos e pressupostos da Conferência Nacional de Educação CONAE 2010. É realizada uma comparação entre algumas propostas desta CONAE e o texto da nova Lei em relação aos temas gestão democrática e relação entre o público e o privado na oferta educacional. Por fim, são destacados alguns elementos acerca das possibilidades que este atual PNE traz para a efetivação do direito à educação no país, ressaltando que a nova Lei apresenta alguns avanços em vários temas, mas pode significar retrocessos quanto à democratização da educação, considerando-se as diferentes formas de privatização presentes na política educacional

Neste artigo apresentamos um conjunto de reflexões sobre aquilo que consideramos como (alguns dos) aspectos essenciais na formação inicial de professores. Este exercício decorre dos trabalhos em que temos estado envolvidas ao longo dos últimos anos, quer na formação de professores, quer em projectos de investigação que temos vindo a realizar neste domínio. Mais concretamente, reflectimos sobre o processo de tornar-se professor, a natureza complexa e problemática do ensino, a teoria e a prática na formação inicial e o papel da investigação e da reflexão e ainda o papel e influência dos formadores de professores. Terminamos com algumas pistas que poderão ser objecto de maior investigação e reflexão no futuro

This paper examines preservice teachers' perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers' perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed.

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process.

The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students' performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed.

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19.

Drawing upon a wider piece of research, this paper focuses on students' views of assessment in higher education. It reports on data collected from a total of 5,549 students in five Portuguese public universities. The study aims to investigate the psychometric properties of two scales, one measuring the purposes and effects associated by students with assessment; and the other determining the most commonly used assessment methods. Both scales demonstrated adequate validity based on internal structure and acceptable reliability. Findings indicate that students reported more purposes and effects associated with a summative dimension of assessment than with a formative dimension. The most commonly used methods were written tests/exams and collective methods. Statistically significant differences were found in assessment methods, purposes and effects.

This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors.

Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students' learning; (c) assessment should take into account students' invested effort; and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed.

This study focuses on the effect of the programme variable on the purposes and effects that students associate with assessment, on the assessment methods used and on the perceived use of assessment. Data were collected in five Portuguese Public Universities through a survey (n = 4144) and focus group (n = 250) with students enrolled in different programmes. Findings point to statistically significant differences in relation to the purpose of assessment, assessment methods most used and perceived use of assessment. The main differences were found in the kinds of methods used in different programmes: Law reported the lowest frequency of the use of collective assessment methods and portfolios, whereas Psychology, Mechanical and Industrial Engineering were the programmes that reported the lowest frequency of use of individual methods. Educational sciences reported more frequency of all types of methods and reported significantly more preference for the use of alternative methods than the remaining programmes. Negative emotions were most associated with assessment by Nursing students and Educational Sciences' students reported more participation in the assessment process than students from all other programmes. Implications of the findings are discussed.

Drawing upon a wider piece of research, this paper focuses on the validation of a 'use of assessment' scale in five Portuguese public universities with 5549 students. The study aims to investigate the psychometric properties of the scale, to describe how students look at assessment uses, to analyse their utility perceptions of assessment, and to understand their perspectives regarding participation in the assessment process. The scale demonstrated adequate validity and reliability based on factor analysis of the internal structure. Preference for alternative methods of assessment was negatively correlated with a preference for traditional methods of assessment. However, preference for alternative methods was correlated with higher scores for assessment effectiveness, fairness and level of participation and engagement with assessment. On the contrary, preference for traditional methods was negatively correlated with perceived fairness and with engagement with assessment.

This study examines the views of assessment of programme directors at a Portuguese public university (n = 60). Data were collected through a questionnaire which included closed and open-ended questions. The participants hold different professional categories and come from medical and health sciences, exact sciences, engineering and technology, social sciences and humanities. Data suggest the use of a variety of assessment methods, through a mix of learner-centred and traditional methods. The year of study, the type of course, the nature of the programmes and the institutional regulations were identified by the programme directors as factors that may influence the selection of the assessment methods. The participants considered assessment practices to be in general adequate, but there is room for improvement, namely through an integrated and interdisciplinary approach.

The increasing prevalence and complications related to liver diseases (caused by infection, toxic agents, or metabolic syndrome), together with insufficient existence of treatments, make evident the need for better therapeutic alternatives. Therefore, the aim of this study was to determine the effect of 4-hydroxychalcone (4-HC) as preventive and curative treatment in acute and chronic liver injury, respectively. Liver damage was induced with carbon tetrachloride (C[Cl.sub.4]) in Wistar rats. Rats were divided into two groups: (1) acute liver injury and (2) chronic liver injury. In turn, each group was divided into four subgroups: (i) control (water); (ii) dimethyl sulfoxide 10%; (iii) C[Cl.sub.4]; and (iv) 4-HC. The pre-treatment with 4-HC decreased transaminases, IL-6 serum levels, and hepatic malondialdehyde, increased IL-10 serum levels and hepatic glutathione, and decreased liver damage (necrosis, steatosis, and inflammatory infiltrate). In contrast, treatment with 4-HC after the induction of chronic liver injury decreased IL-6 serum levels and liver damage (steatosis, inflammatory infiltrate, ballooning cells, steatofibrosis, and fibrosis degree). Thus, the 4-HC treatment is proposed as a preventive treatment against acute liver injury; moreover, these results suggested the potential of 4-HC as a curative treatment against chronic liver injury, but other scheme treatments must be evaluated in future. Key words: 4-hydroxychalcone, fibrosis, steatosis, acute liver injury, chronic liver injury, preventive treatment, curative treatment L'augmentation de la prevalence des maladies hepatiques et des complications qui y sont liees (causees par l'infection, les agents toxiques ou le syndrome metabolique), de meme que de traitements existants insuffisants, mettent en evidence le besoin de meilleurs choix d'options therapeutiques. Par consequent, cette etude avait pour but d'etablir l'effet de la 4hydroxychalcone (4-HC) en tant que traitement preventif et curatif de l'insuffisance hepatique aigue et chronique, respectivement. Nous avons obtenu des dommages hepatiques a l'aide de tetrachlorure de carbone (CCl4]) chez des rats Wistar. Nous avons reparti les rats dans deux groupes : (1) insuffisance hepatique aigue et (2) insuffisance hepatique chronique. Ensuite, nous avons reparti les rats de chacun des groupes dans quatre sous-groupes : (i) temoin (eau); (ii) dimethylsulfoxyde a 10 %; (iii) CCl4; et (iv) 4-HC. L'administration prealable de 4-HC a entraine un abaissement des transaminases, des taux seriques d'IL-6 et de malondialdehyde hepatique, ainsi qu'une hausse des taux seriques d'IL-10 et de glutathion hepatique, avec une attenuation des lesions hepatiques (necrose, steatose et infiltrats inflammatoires). Par ailleurs, l'administration de 4-HC apres la production d'une insuffisance hepatique chronique a entraine un abaissement des taux seriques d'IL-6 et une attenuation des dommages hepatiques (steatose, infiltrats inflammatoires, gonflement cellulaire, steatofibrose et degre de fibrose). Par consequent, nous proposons l'administration de 4-HC comme traitement preventif contre l'insuffisance hepatique aigue. En outre, ces resultats laissent entrevoir le potentiel de l'administration de 4-HC comme traitement curatif contre l'insuffisance hepatique chronique. Cependant, d'autres schemas therapeutiques devront etre evalues dans le futur. [Traduit par la Redaction] Mots-cles : 4-hydroxychalcone, fibrose, steatose, insuffisance hepatique aigue, insuffisance hepatique chronique, Traitement preventif, traitement curatif, Introduction The liver is affected by different infection diseases (mainly hepatitis B and C), toxic agents (alcohol abuse and drugs), and metabolic syndromes (e.g., non-alcoholic steatohepatitis, NASH) (Crespo Yanguas et [...]

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19., Author(s): Maria Assunção Flores [sup.1] , Alexandra Barros [sup.2] , Ana Margarida Veiga Simão [sup.2] , Diana Pereira [sup.1] , Paulo Flores [sup.3] , Eva Fernandes [sup.1] , Luís Costa [...]

Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers' understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity.

The three main themes of this Special Issue of "European Journal of Teacher Education" are brought together and considered in the light of what has been said in the articles included. These themes of teacher education, professionalism and research are all dynamic in the way they have been developing over time and also demonstrate considerable geographical diversity in their manifestations. This paper considers the extent to which these temporal and spatial differences indicate a series of tensions, difficulties and paradoxes as the processes of globalisation continue to influence educational policies and practices around the world. The extent to which the outcomes represent increasing convergence or divergence is discussed and the paper concludes by suggesting a number of key questions that may be asked within a particular context in order to make an assessment of the state of health of the teaching profession within that setting.