Primary English teacher education in Portugal: an exploratory study

Flávia Vieira, Sandie Mourão, Ana Isabel Andrade, Mário Cruz, José Reis-Jorge, Carolyn Leslie, Maria Isabel Orega, Ana Sofia Pinho, Elisabete Mendes Silva, Ana Raquel Simões

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools.
Original languageEnglish
Pages (from-to)1-21
Number of pages21
JournalEuropean Journal of Teacher Education
Publication statusE-pub ahead of print - 15 Oct 2022


  • Initial teacher education
  • Primary education
  • Professional learning
  • Teaching English as a foreign language


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