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

PDF

15

Developing English teachers as transformative agents

pp. 8–10

PDF

21

When First-Year College Composition Isn’t

pp. 11–12

PDF

14

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

pp. 13–15

PDF

16

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

PDF

17

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

pp. 19

PDF

12

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

pp. 20–22

PDF

16

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

PDF

19

Teachers’ professional learning experiences during the neoliberal educational changes

pp. 25–28

PDF

15

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

pp. 29–31

PDF

19

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

pp. 32–33

PDF

19

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

pp. 34–36

PDF

14

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

pp. 37–39

PDF

23

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

pp. 40

PDF

17

The tree of cultural-historical psychology

pp. 41

PDF

21

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

pp. 42–45

PDF

26

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

PDF

14