I am an external consultant for the UAARE Programme (Unidades de Apoio ao Alto Rendimento na Escola, Units of Support of High Performance in Schools), a Ministry of Education initiative to support dual career athletes in a network of 25 schools across the country.

I am a consultant for the municipality of Mangualde in the project Academi@ STEM Mangualde (Mangualde STEM Academy), supporting the design and implementation of curriculum autonomy and flexibility in the subjects of Science, Technology and Mathematics in years 2 to 8, following the education reform with the involvement of the OECD and the new Decree-Law n.55/2018 and n. 54/2018 delegating in the 811 school clusters up to 25 % of curriculum flexibility.

I acted as a consultant and teacher trainer for the initiatives (2014-2017): (a) Ensino a Distância (Distance Education), a K5-12 public online school for traveller children and other children that cannot attend brick and mortar schools; (b) Ensino Secundário Recorrente a Distância (Distance Adult Secondary Education), a public online secondary school for adult education; I'm currently a consultant for the initiative (c) Autonomia e Flexibilidade Curricular (Autonomy and Curriculum Flexibility), reflecting a change in the national curriculum' legal framework, providing all public schools (811) with the autonomy to decide on 25 % or more of the curricula on all subjects. I also act as data scientist for the TEIP program, acquiring, cleaning and transforming data at a national level and publishing visual reports for the national coordination and schools.

Since 2007, I designed and taught several certified teacher training courses on distance education, educational technology, curriculum development in science education, active learning and science learning spaces, for both private and public schools and for the Portuguese Directorate-General for Education. I emphasise in my courses teachers’ autonomy, collaboration, artistry, time-savvy practices and embedding in everyday practice. Some representative examples include: (a) Organisation and management of school science laboratories (2016-2018, 4 editions, circa 80 teachers); (b) “Use of learning platforms for managing synchronous and asynchronous learning, communication and collaboration” (2014-2017, 6 editions, circa 120 teachers); (c) “Using the new school science laboratories”, with the collaboration of DGIDC and Parque Escolar, (2010, circa 120 teachers from 66 schools); d) "(Re)thinking teaching and learning in dual careers through the acquisition of digital skills (2019, 1 edition, circa 120 teachers).

I acted as consultant for the Portugal Football School, developing its distance training model.

I taught Documentary Research in the PhD in Education and Distance Education in the 3rd year of the Degree in Education Sciences.

I acted as short-term consultant for The World Bank, for the initiative “Republic of Belarus Education Modernization Project”, reviewing the procurement specifications to equip 120 schools' science and computer classrooms in the country (furniture, IT equipment, scientific equipment) and 3D modelling a proposal for a concept of science laboratories.

I participated in research projects funded by Portuguese and European agencies (e.g. Tempus Project in Moldova), more recently on the design of school science laboratories (2013-2015), funded by the Portuguese National Science Foundation (FCT). I was involved in much of the activities carried out in this project such as design of the grant application, the research design, data collection and analysis, communication and paper writing, project management, outreach and reporting.Between 2005 and 2007, I managed the e-learning platform of a higher education institution with over 4000 students (FCT NOVA), providing support, teacher training and developing its use from an early stage. I also participated in the initial steps to develop an institutional-wide digital repository for technical and academic production.Between 2007 and 2011, I participated in the design of the new model for school science laboratories developed for the Portuguese secondary schools’ modernisation plan led by Parque Escolar E.P.E. This model was implemented in more than 150 schools across the country. I closely collaborated with the lead consultant in working with architects, engineers, science teachers, the industry and other technical teams to develop the new model, reviewed the literature, visited and reported on exemplary educational facilities in Europe and the USA, prototyped 3D models of spaces, furniture and IT, participated in the review of the first implemented prototypes, organized and provided teacher training, commented building plans, shared the development work in national and international conferences, among others.This work, combined with my research work funded by FCT, produced a set of innovative tools, concepts and knowledge such as the Science Learning Studio, the Pedagogical Graphic Novel, the Digital Research Notebook, a survey on teachers attitudes, expectations and practices in these new spaces, among others.

I acted as Tutor in the Masters Course in Educational Sciences, in the Internet and Education subject. I taught circa 20 postgraduate students using a blended-learning approach.

I taught children aged 13 to 18, on the subjects of Natural Sciences in years 8 and 9 and Biology in year 11. This was a public school in a suburban area close to Lisbon, with many students from PALOP. I also assisted in the subjects of Project, Civic Education and Study Support, besides developing several extracurricular activities for my students and for the school. I have Qualified Teacher Status in England and Wales since 2008.