Cultural-historical psychology: interdisciplinary research perspectives & social practices

Agbagbla F.

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

pp. 5–7

PDF

10

Estefogo F.

Developing English teachers as transformative agents

pp. 8–10

PDF

13

Fitzsimmons M.

When First-Year College Composition Isn’t

pp. 11–12

PDF

9

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

11

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

14

Kasinich E.

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

pp. 19

PDF

9

Pinheiro L.M.

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

pp. 20–22

PDF

12

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

13

Mets K.

Teachers’ professional learning experiences during the neoliberal educational changes

pp. 25–28

PDF

11

Montreozol J.R.

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

pp. 29–31

PDF

14

Pereira-Domingues E.

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

pp. 32–33

PDF

13

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

10

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

17

Shuqing G.

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

pp. 40

PDF

13

Vedmitskaya D.D., Pichugina A.O.

The tree of cultural-historical psychology

pp. 41

PDF

14

Womersley G.

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

pp. 42–45

PDF

21

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

9