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Contributions and Implications of the Cultural-Historical Theory in Teacher Educationfrom the Inclusive Education Perspective
A Part of Article
This research aims to investigate how the Vygotskyan conceptions, especially the studies on Defectology (Vygotsky, 1924/1997), can contribute to teachers education taking as a yardstick the perspective of inclusive education. Teacher education is a continuous process which requires a systematic and dialogic investigational effort, since the challenges posed by contemporaneity demand a new view on pedagogical practices (Ferreira, 2014).