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 an Assistant Professor in the School of Education and is currently the Bachelor of Education programme coordinator. 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 programmes/workshops in the areas of instructional pedagogy and assessment. 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.
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.
Correia, A. M, Forlin, C., Teixeira, V., Kuok, C. H. & Monteiro, E. (2018). The Interplay between Culture, Policy and Teachers’ Emotions toward and Acceptance of Inclusion in Macao. International Journal of Disability, Development and Education. (In press)
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. 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.
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.
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.