Elisa Monteiro was born in Mozambique, but grew up in South Africa where she completed her primary and secondary education. She received her Ph.D in Education here at USJ. She's currently the Dean of the Faculty of Social Sciences and Education. She teaches various modules in the undergraduate and postgraduate education programmes and supervises in-service/pre-service teachers during their teaching practice at placement schools. 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. Elisa is very interested in developing and articulating teachers' professional knowledge and skills. Her current research is looking at ways of coaching early careers teachers in order to build effective differentiated instruction. Her research interests cover a range of topics in curriculum planning, pedagogy, instructional strategies, assessment, and inclusive education.
Kuok, C.H., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (in press).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.
Monteiro, E. & 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. Emerald Open Res 2020, 2:36 (Awaiting peer review).
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.
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.
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.
Monteiro, E. & Morrison, K. (2014). Challenges for Collaborative Blended Learning in Undergraduate Students. Educational Research and Evaluation, 20 (7-8), 564-591. (Reprinted in 2018 in S. Martin and M. Notari (Eds.) Technology-enhanced and collaborative learning (pp. 49-76). Abingdon, UK: Routledge.
Monteiro, E., & Forlin, C. (in press). Enhancing teacher education by utilizing a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao. In Loreman, T., Goldan, J., & Lambrecht, J. (Eds.), Funding and resourcing inclusive education Volume 15. International perspectives on inclusive education, UK: Emerald.
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.
Monteiro, E. (2019). “Preparing pre-service teachers to become effective inclusive practitioners.” Conference on Teaching, Education & Learning, Bangkok, Thailand.
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.