Agbagbla F. Enhancing Ghanaian kindergarten teachers’ implementation of indigenous play-based pedagogy through a professional development programme pp. 5–7 PDF 2
Hollosi M. Instruments, materials and repercussions in the context of teaching Libras1 in bilingual deaf schools: what language organizes what thought? pp. 13–15 PDF 1
Honora M. 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 4
Kasinich E. Teaching English as a foreign language: applying cultural-historical theory and activity approach pp. 19 PDF 1
Pinheiro L.M. Curricular adaptations and schooling of deaf students from a social-historical perspective pp. 20–22 PDF 4
Magalhaes-Freitas M. 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 3
Mets K. Teachers’ professional learning experiences during the neoliberal educational changes pp. 25–28 PDF 1
Montreozol J.R. From Unconscious to Sexuality: an analysis since Historical-Cultural Psychology pp. 29–31 PDF 3
Pereira-Domingues E. Contributions and Implications of the Cultural-Historical Theory in Teacher Educationfrom the Inclusive Education Perspective pp. 32–33 PDF 4
Ramos F.S. 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 1
Robles-Lopez N. The development of the concept of labour. A psychogenetic study with children and adolescents from different social positions pp. 37–39 PDF 1
Shuqing G. The Effect of Learning Burnout on Academic Achievement: The Cross-Level Moderating Role of Culture Background pp. 40 PDF 2
Womersley G. Using cultural-historical activity theory to explore trauma among refugee populations in Europe pp. 42–45 PDF 6
Ermakov S.S. 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 1