Short Bio
Elisa Monteiro was born in Mozambique but grew up in South Africa where she completed her primary and secondary education. She received her PhD in Education here at USJ. She teaches various modules in the undergraduate and postgraduate education programmes and supervises in-service and pre-service teachers during their teaching practice at placement schools. Teaching areas include assessment of learning, educational theories, differentiated instruction, and effective teaching and strategies to enhance student learning. She has also created and taught a variety of English language programmes for kindergarten through twelfth grade within schools and language centres and has delivered several teacher-training courses in the areas of instructional pedagogy and assessment. She supervises Master's and PhD students within the School of Education. Elisa is very interested in developing and articulating teachers' professional knowledge and skills. Her research interests cover a range of topics in curriculum planning, pedagogy, instructional strategies, assessment, and inclusive education.
Publications
JOURNAL ARTICLES:
Kuok, C.H., Teixeira, V., Forlin, C., Monteiro, E. & Correia, A. M. (2020). The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR), International Journal of Disability, Development and Education, DOI: 10.1080/1034912X.2020.1808949
Monteiro E. and Forlin C. (2020). Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education [version 1; awaiting peer review]. Emerald Open Res 2020, 2:36 (https://doi.org/10.35241/emeraldopenres.13541.1)
Correia, A. M., Monteiro, E., Teixeira, V. Kuok, C. H., & Forlin, C. (2019). The Interplay between a Confucian-heritage culture and teachers’ sentiments and attitudes towards inclusion in Macao. European Journal of Special Education Research, 5(2), 43-60, DOI: http://dx.doi.org/10.46827/ejse.v0i0.2729
Monteiro, E., Kuok, C. H., Correia, A. M, Forlin, C., & Teixeira, V. (2018). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1514762
Kei, H., Negreiros, J., & Monteiro, E. (2018). Using rasch and winsteps to promote English grammar skills in secondary school students. Journal of Teacher Education and Research, 13(2), 178-196.
Teixeira, V., Correia, A. M., Monteiro, E., Kuok, C. H., & Forlin, C. (2017). Placement, inclusion, law and teacher's perceptions in Macao's schools. International Journal of Inclusive Education, DOI: 10.1080/13603116.2017.1414318
Monteiro, E. and Morrison K. (2018). Challenges for collaborative blended learning in undergraduate students. In S. Martin and M. Notari (Eds.) Technology-enhanced and Collaborative Learning (pp. 49-76). Abingdon, UK: Routledge. Reprinted in 2018 in S. Martin and M. Notari (Eds) Technology-enhanced and collaborative learning (pp.49-76). Routledge
BOOK CHAPTER
Monteiro, E., & Forlin, C. (2021). Enhancing teacher education by utilising a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao. In Loreman, T., Goldan, J., & Lambrecht, J. Resourcing inclusive education Volume 15. International perspectives on inclusive education, UK: Emerald. DOI:10.1108/S1479-363620210000015012
PUBLISHED RESEARCH REPORT:
Correia, A. M., Teixeira, V., Monteiro, E., & Kuok, C. H. (2017). Inclusive Education in Macao: Teachers’ Perceptions and Attitudes. Macau: University of Saint Joseph.
CONFERENCE PRESENTATIONS/PROCEEDINGS:
Monteiro, E. (2019). “Preparing pre-service teachers to become effective inclusive practitioners.” Conference on Teaching, Education & Learning, Bangkok, Thailand.
Lee, S. & Monteiro, E. (2019). “An analysis of teacher questions and student responses in English guided reading lessons.” 5th International Conference of Learning and Teaching, Seoul, South Korea.
Ho, U. K., Monteiro, E., Negreiros, J. (2018). Using item response theory in English grammar assessment to foster learning. Paper presented at the International Academic Conference on Global Education, Teaching and Learning, Budapest, Hungary.
Monteiro, E. (2018). Teacher education and its impact on practice. Paper presented at the International Symposium on Teaching, Education, and Learning, Seoul, South Korea.
Monteiro, E. & Tchiang, V. M. (2017). English language teaching in five local secondary schools in Macau. Paper presented at the 9th International Conference of Language, Literature, Culture and Education, Bangkok, Thailand.
Tchiang, V. M., Monteiro, E., Lopes, C. & Found, A. (2016). Grade retention in Macau: teachers’ beliefs and attitudes. Paper presented at the Asian Conference on Education, Kobe, Japan.
Monteiro, E. (2016). Using reflective journals in teacher education and professional development. Paper presented at the International Conference on the Globalization of Second Language Acquisition and Teacher Education, Fukuoka, Japan.
Monteiro, E. (2015). Teacher's roles and tasks in promoting effective collaborative blended learning in undergraduate students. Proceedings of the International Conference of Education, Psychology and Learning (ICEPL), Nagoya, Japan.
Monteiro, E. & Morrison, K. (2013). Collaborative, online and blended learning in undergraduate teaching and learning; symbiosis or marriages of convenience? Paper presented at the 8th eLearning Forum Asia (eLFAsia), Hong Kong.
Monteiro, E. (2006). Complexity theory, visible and invisible pedagogies in a kindergarten classroom. Proceedings of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
Modules
Year 1 Doctorate
This module aims to introduce participants to key elements of doctoral research in the broad sense of an Academic framework. It focuses on providing an understanding of the research support Mechanisms at USJ and in overviews of the main research specialisation fields within the University of Saint Joseph, namely Business Administration; Education; Global Studies; Government Studies; History; Information Systems; Psychology; Religious Studies; Science. The course also provides an opportunity for the students to present and discuss their own work in a seminar environment.
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 1 Master
This course seeks to bring a Freirean approach to teaching situations by valuing the learners' experiences and insights. Rather than conceiving of teaching as explaining, and learning as listening, this course looks at situations where teachers listen and learners do the explaining. The course starts from the premise that there are endless numbers of adequate pathways for people to come to understand subject matters. The course is designed to help teachers think about engaging people, and helping them learn, in a variety of subject matters.
This module provides an analysis of Macau’s curriculum development reform and the curriculum framework for formal education. Participants will gain knowledge that will help them understand the relevant provisions of “The requirements of basic academic attainments” in Macau.
Multi-level curriculum development plans and the role of teachers and other education stakeholders will be examined.
Participants will examine the complex relationship between curriculum design, teaching, and evaluation. Students will also acquire knowledge on adjusting annual and subject plans to fit the needs of diverse learners, gifted learners and learners with disabilities.
Year 1 PGDE
This module will begin by exploring the needs and characteristics of primary pupils, in particular how to create a secure and stimulating learning environment for young learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of young learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of primary pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of primary pupils will be discussed as well as relationships with the wider community.
This module is designed to equip prospective teachers with the skills relevant to teaching secondary school pupils. In this module, students will learn how to teach and assess learning outcomes appropriate to secondary pupils, with emphasis on the use of teaching methods and strategies in accordance with students’ age and educational needs. Students will learn to appreciate the importance of engaging students with a varied set of educational activities and how a range of approaches to assessment assist in the evaluation of learning for a diversity of students. Finally, the role of parents and family in supporting the learning of secondary pupils will be discussed as well as relationships with the wider community.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
This module will begin by exploring the needs and characteristics of primary pupils, in particular how to create a secure and stimulating learning environment for young learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of young learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of primary pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of primary pupils will be discussed as well as relationships with the wider community.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
This module is designed to equip prospective teachers with the skills relevant to teaching secondary school pupils. In this module, students will learn how to teach and assess learning outcomes appropriate to secondary pupils, with emphasis on the use of teaching methods and strategies in accordance with students’ age and educational needs. Students will learn to appreciate the importance of engaging students with a varied set of educational activities and how a range of approaches to assessment assist in the evaluation of learning for a diversity of students. Finally, the role of parents and family in supporting the learning of secondary pupils will be discussed as well as relationships with the wider community.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
Neste módulo de natureza prática os estudantes serão colocados numa escola a fim de realizarem a sua prática pedagógica. O curso é constituído por observação de aulas de professoras sob a supervisão de uma professora designada pela escola e de uma supervisora da Universidade. Na segunda fase desenvolverão a prática lectiva com pequenos grupos de alunos, igualmente sob a supervisão de uma professora designada pela escola e de uma supervisora da Universidade. Gradualmente os estudantes começarão a desenvolver diversas actividades e funções na sala de aula e na escola até ao seu envolvimento nas várias dimensões que o processo de ensino integra.
Na continuação da aprendizagem realizada na Prática Pedagógica I, este módulo de natureza prática é constituído por um bloco mais longo de prática lectiva. Espera-se que os estudantes assumam maior responsabilidade no processo de ensino-aprendizagem, sempre sob a supervisão de uma professora experiente e de uma supervisora da Universidade. Espera-se igualmente que os estudantes apliquem na sua prática lectiva os conhecimentos adquiridos nos módulos teóricos, nomeadamente através da preparação de planificações de unidade e de aula appropriadas, e da selecção de métodos de ensino e de instrumentos de avaliação adequados, de modo a estimular a motivação dos alunos na aprendizagem. Neste curso os estudantes adquirem experiência em gerir as dinâmicas de aprendizagem e as interacções na sala de aula, bem como a integrar a teoria e a prática.
Year 1 Bachelor
This module examines a range of psychological traditions, their cultural backgrounds and their impacts on understanding culturally rooted behaviour and intercultural understanding. Eastern and western psychologies and traditions are introduced, and their implications are drawn for understanding child-rearing, learning, personal, interpersonal and organizational behaviour, business practices, leadership and management, collectivism and individualism. The need for intercultural sensitivity is addressed, together with how it can be developed. A range of lenses are introduced through which to view intercultural behaviour and communication.
The pursuit and construction of knowledge are central to understanding and improving our lives and our world. Creativity and thoughtfulness are, therefore, fundamental features of this human endeavor. While creativity enables us to discover new perspectives of perceiving the world, thoughtfulness leads us to a sensitive and ennobling configuring of reality. The affirmation of our humanity as a creative and thoughtful enterprise is a condition sine qua non for becoming scholars and citizens. Students will learn to discover and develop their creative abilities and to use them to enhance their learning experiences.
The course aims at developing a useful attitude for observing what is going on in society, leading to more informed decision making beyond sociological investigation as such. After a few exercises showing how we are embedded in social settings, a presentation of various sociological schools and trends will invite students to broaden their vision of society by understanding of different points of view and positive appreciation of them. Then a review of sociological tools will be followed by short experimentation of sociological research.
This course addresses the learner and the learning process. In so doing it tackles the roles of teachers in linking the knowledge established in the subject matter and the students’ minds and motivation. How does learning happen? How can teachers facilitate the learning processes? How are these processes influenced by student language, culture, socioeconomic status, prior experience, parenting styles, family structure, gender and individual differences? The concept of learning is examined from a social as well as a psychological perspective. Contemporary learning theories and perspectives (cognitive, psychosocial and moral) and their impact on education and instruction are covered.
This module examines the range of methods and strategies to teaching and learning. It provides a conceptual framework for understanding key aspects of pedagogy, including teacher and learner factors, characteristics of effective and intentional teaching; student diversity, differentiated instruction, motivation and creating effective lessons using a variety of approaches. It addresses the importance of diverse learning structure and management of diverse learning environments and examines teaching and learning strategies; management of learning; whole class, group and individual learning organizations; interactive teaching; social-interactive processes of learning; higher order cognitive development; collaborative learning; action learning; and monitoring. The module is designed to provide students with an opportunity to study, reflect, question, and develop skills in various instructional approaches while applying and practicing these methods in diverse classroom settings.
This module addresses a number of fundamental questions of current debates around pedagogy, teaching and effective ways of enhancing student learning in educational settings. Major educational theories concerning the learning process and their implications for the instructional process will be investigated. A wide variety of different types of educational theories and concepts that are relevant to educational issues and their impact on education will be covered.
Year 2 Bachelor
Students will have the time and place to observe, practice and test their learning achievements in areas related to human life. The use of real life situations, scenario building, simulation, introspective exercises and project development and management will create an environment where students will be challenged to question and research the wide range of issues that are central to the emergence and dynamics of life.
If, as some authors argue, gender categories are formed by and through experience, the activity of work represents a primary arena for this process. What can histories of work and working people tell us about the construction of gender differences? Conversely, how do gender theory and history inform our understanding of work and class? The course explores the intersections and tensions between gender and labor in modern Western and Eastern societies. We focus on activities at the margin of labor history, including housework, sex work, child-raising and unpaid social work. These occupations challenge narrowly defined conceptions of the wage relation, alienation, and labor power. In addition, we examine images of an active male breadwinner and the role of gender in labor movements. We end with a reflection on theorizing gender and class.
This module provides an examination of the methods and instruments used to assess student learning, that is, to assess the knowledge gained; skills and abilities acquired; and attitudes or values changed. Students will become familiar with high-quality assessment practices, consistent with modern understanding of how students learn and how such learning can be measured. Special emphasis will be placed on assessment practices that are consistent with an active approach to learning.
It is expected that students can become aware that learning assessment is not solely an act that comes at the end of instruction, but a process intertwined with teaching in ways that can have an enormous influence on the entire enterprise of encouraging and helping children to learn. Additionally, is also expected that students can comprehend that process as a complex, rather than a linear and sequential one, highly interative and involving numerous interdependent components, and, that way, can recognize the key role played by the systematical revision of strategies and tools in the design of high-quality assessment.
Year 3 Bachelor
Students will experiment with different approaches to identifying, understanding and managing the dynamics of social interaction. Students will be encouraged to use concepts of design and architecture to explore issues such as the dynamics of social environments, organizations, ecology, science and technology, creativity and innovation, media and multimedia. A problematizing approach to learning and the use of cooperative education techniques will enable students to deepen their understanding of complex social issues and environments, and to assist them in developing thoughtful ways of interacting with the world.
This module considers equality of opportunity, uptake and outcome, and social justice, which embrace the issue of social inclusion in education. Issues of gender, class and ethnicity in education are addressed, including, for example: educational achievement and assessment; educational provision; affirmative action and early years interventions; deprivation and poverty; privilege and wealth; life chances and education; cultural, linguistic, economic, social capital and education; stereotyping, labeling and stigmatization; The implications of multiculturalism and interculturalism, gender awareness and the breakdown of sexism, racism, classism and prejudice are addressed in education.
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
This module will focus on the didactics of language and communication for infant education. Students will learn how to plan and implement a variety of activities targeted to support children to develop essential foundational language and communication skills through dramatic play, interactive storybook reading, songs, videos, games and social interactions, following a transdisciplinary approach. Students will learn how to provide children with the language and literacy skills they need to enter primary education ready to read and write.
Year 4 Bachelor
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
This module will present the purposes, uses and benefits of portfolios, and how to develop teaching portfolios. Students will be required to engage in higher levels of thinking through the use of inquiry and reflection. The portfolio will be assembled over the course of the teaching practice and will be an expression of selected pieces of work by the student towards meeting program and personal teaching objectives. During the process students will exemplify collaboration and interaction exchanges in different teaching scenarios.
Year 0
Teaching and Learning Methods (Secondary)
Year 3
This module will cover the fundamentals of teaching, learning and assessing the English language in primary schools in Macau. Students will learn about the structure and content of the English language curriculum in Macau primary schools. Complimentary to this, students will learn about the range of subject specific teaching methodolgies and assessment approaches suitable for primary English learners. In addition, students will become familiar with the different resources available to primary English teachers in Macau, in particular computer-based learning tools. Finally, the importance of building the confidence of young learners of a foreign language will be emphaised as well as strategies to assist with confidence building.
