About the Journal

Indagatio Didactica Journal is a publishing space of the responsibility of the Research Centre Didactics and Technology in the Education of Trainers (CIDTFF/UA), and it is, therefore, aligned with the mission of this Centre - to produce knowledge capable of contributing to the training of capable and critical citizens and to the creation of a better world (CIDTFF, 2020).

Theoretical and empirical research in education, developed mainly by national and international academics, is used and transformed to promote innovative professional practices in diversified educational contexts. 

This is an online journal of international scope, mainly addressed to researchers, although it is also of interest to policymakers, teachers, trainers, and others. It aims to provide situations of communication between the authors of the texts and the educational community. It aims to develop a spirit of critical inquiry and action, through the discovery of relationships between the knowledge created by the author of the text and the readers' knowledge of the realities with which they live and act.

Indagatio Didactica is structured in four sections, according to the focus of the research developed, which should be read as a coherent whole and not atomized:

  • Curriculum Development and Didactics; 
  • (Digital) Technologies in Education;
  • Policies, Assessment, and Evaluation in Education; 
  • Supervision in Education.

The Curriculum Development and Didactics (CDD) section publishes articles that are, continuously, reference contributions in areas where curricular and didactic issues are relevant. This space is, therefore, a challenge to researchers, teachers, policymakers and constructors of curriculum proposals, teacher trainers, post-graduate students in education, textbook authors, among others. The questioning and analysis of educational and curricular reforms and projects, national and international, as well as proposals supported by research and pointing to future directions, are included here. This section also includes descriptions, analyses, and reflections on teaching and/or learning, didactic resources, and other works that contribute to the dissemination and exchange of innovative experiences in didactics and educational action, in formal and non-formal spaces and throughout the educational system. The publication of studies that analyze aspects of the historical evolution of knowledge or its recent advances, that clarify concepts or present ways of communicating and disseminating knowledge is also encouraged. In addition to the areas of Languages, Sciences, Mathematics, and Expressions, interdisciplinary and trans-disciplinary approaches are also promoted. The crossing of different approaches is desired, but a commitment is assumed with research perspectives on curriculum and didactics and with teaching practices, which promote attitudes favorable to learning, identified with education and culture for successful citizenship, active and committed to building a sustainable present and future.
The (Digital) Technologies in Education ((D)TE) section focuses on the publication of studies/projects/research works related to the exploration, analysis, development, production, and implementation of diversified resources, for educational and training purposes, in digital or non-digital format, in academic, formal, non-formal or informal contexts, assisting different modalities of use. In the case of digital media, these can be diversified among tools characteristic of the Web, dedicated educational/training software, networked games, learning management platforms, 3D virtual worlds, etc., encouraging the permanent monitoring of the evolution of technology. Contexts may include face-to-face teaching, e-learning, b-learning, using synchronous or asynchronous communication, in curricular, extracurricular or vocational areas.

The Policies, Assessment and Evaluation in Education (PAE) section welcomes contributions related to the study of policies that have an impact on education, at national and international level, their evolution over time, their acceptance by different types of actors in education, their effects, among other topics relevant to this area of knowledge. Likewise, studies are published on the assessment of learning, institutions, courses, curricular units, and teaching, in diversified contexts, at all levels of education and/or training, including lifelong learning. As assessment and evaluation in education is an area of knowledge that is difficult to define and that raises controversies, texts that contribute to its clarification will be especially welcome. It is also expected the inclusion of texts which report the operationalization of the assessment and evaluation processes, using recognized theoretical references, which contribute to filling the deficit in the dissemination of instruments/procedures for assessment and evaluation in education, as well as the description and problematization of reference practices in the area.

The section dedicated to the scientific area of Supervision in Education (SE) seeks to stimulate and disseminate studies that, admittedly, are inscribed in the description, problematization, and reflection about theoretical knowledge and practical processes of accompaniment, guidance, and monitoring of teaching-learning processes that may contribute to the construction of knowledge (individual and collective), in a perspective of personal, institutional and human development, in various areas and fields of professional intervention. The aim is to contribute to the innovation of supervisory practices in differentiated educational contexts, valuing supervisory dynamics of a transcurricular and multi-modal nature (pedagogical, curricular, professional, institutional, and investigative).
Besides the regular issues - two per year, in July and December - Indagatio Didactica publishes special issues, aligned with the spirit and editorial norms of the Journal:

  • Thematic dossiers;
  • Selection of texts from scientific events in education - congresses, meetings, seminars, ...

 

Ref.: CIDTFF. (2020, 7 de julho). CIDTFF. Universidade de Aveiro. https://www.ua.pt/pt/cidtff

Indexed in: CAPES/QUALIS, A3 classification (Qualis 2017-2020 assessment) | RCAAP (Scientific Open Access Repositories of Portugal) | Sherpa Romeo  | DOAJ | Google Scholar

 

Review

All articles undergo a double-blind peer review process.

Articles are reviewed by reviewers, who are suggested and selected by the editor(s), taking into consideration the article’s theme.

This review is structured, and the category system is available to all reviewers at the beginning of the process. The editor(s) mediate(s) communication between reviewers and authors, thus maintaining anonymity between both.

To ensure the anonymity necessary for a double-blind review process, both authors and reviewers should take care to remove hidden data and personal information from documents imported into the PROA platform. In the case of documents in Microsoft Word format, it is strongly recommended to follow the instructions provided by the Microsoft support service. Authors should also be careful not to include the following elements in the document for blind revision: name, affiliation institution and contact details of the authors, publications of the authors, research contexts (e.g. names of courses and institutions where the studies take place) and other identifying elements of the authors.

Observation: If the 2nd review is not favourable to the publication of the proposal submitted, the article may not be published in the volume/number in question.

 

Open access

Indagatio Didactica is an open access journal, included in the Scientific Open Access Repositories of Portugal – RCAAP.

All its contents are available free of charge to the user and their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts, or use them for any other lawful purpose, without asking prior permission from the publisher or authors, always being mindful to properly acknowledge the source.

The Journal assigns a DOI (Digital Object Identifier) to each one of its published articles.

 

Payments / Charges

Indagatio Didactica does not charge any fees for article submission, peer review, revision, publication, online availability, and download.

 

Licenses and Copyright

The Indagatio Didactica is under the CC BY 4.0 license.

All articles published in Indagatio Didactica must be original. Authors retain the copyright for their work, assigning the rights of the first publication to the journal. For its reproduction in another journal, the authorization of the Editorial Team of Indagatio Didactica is required.

Copyright Statement PT | Copyright Statement EN

 

Ethics and Malpractices

Indagatio Didactica adheres to the principles of ethics outlined by COPE - Committee on Publication Ethics.

All article proposals submitted with suspicion of not complying with those principles will be rejected.

Likewise, all proposals in which plagiarism is detected will be rejected. For this detection, when necessary, URKUND is used, a tool made available by the UA to its academic community or another tool preferred by the reviewers.

Further information: https://proa.ua.pt/index.php/id/ethics