Cultural-historical psychology: interdisciplinary research perspectives & social practices

Enhancing Ghanaian kindergarten teachers’ implementation of indigenous play-based pedagogy through a professional development programme

pp. 5–7

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Developing English teachers as transformative agents

pp. 8–10

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When First-Year College Composition Isn’t

pp. 11–12

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Instruments, materials and repercussions in the context of teaching Libras1 in bilingual deaf schools: what language organizes what thought?

pp. 13–15

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Critical-Collaborative Research applied in an inclusive classroom: socially-historically observing the interaction among students with (and without) special needs and those

pp. 16–18

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Teaching English as a foreign language: applying cultural-historical theory and activity approach

pp. 19

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Curricular adaptations and schooling of deaf students from a social-historical perspective

pp. 20–22

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Teaching-learning process of the Portuguese language by distance education for deaf students in the social-historical-cultural perspective – Challenges and Possibilities

pp. 23–24

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Teachers’ professional learning experiences during the neoliberal educational changes

pp. 25–28

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From Unconscious to Sexuality: an analysis since Historical-Cultural Psychology

pp. 29–31

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Contributions and Implications of the Cultural-Historical Theory in Teacher Educationfrom the Inclusive Education Perspective

pp. 32–33

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Becoming an English teacher: a sociocultural study of the inter-relationship among emotions, experiences and the (re)construction of professional identities

pp. 34–36

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The development of the concept of labour. A psychogenetic study with children and adolescents from different social positions

pp. 37–39

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The Effect of Learning Burnout on Academic Achievement: The Cross-Level Moderating Role of Culture Background

pp. 40

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The tree of cultural-historical psychology

pp. 41

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Using cultural-historical activity theory to explore trauma among refugee populations in Europe

pp. 42–45

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The phenomenon of spontaneous formation of the foundations of theoretical thinking as an indicator of the development of high intellectual abilities in primary school pupils

pp. 46–49

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