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 2
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 6
Kasinich E. Teaching English as a foreign language: applying cultural-historical theory and activity approach pp. 19 PDF 2
Pinheiro L.M. Curricular adaptations and schooling of deaf students from a social-historical perspective pp. 20–22 PDF 5
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 4
Mets K. Teachers’ professional learning experiences during the neoliberal educational changes pp. 25–28 PDF 3
Montreozol J.R. From Unconscious to Sexuality: an analysis since Historical-Cultural Psychology pp. 29–31 PDF 4
Pereira-Domingues E. Contributions and Implications of the Cultural-Historical Theory in Teacher Educationfrom the Inclusive Education Perspective pp. 32–33 PDF 5
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 2
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 3
Shuqing G. The Effect of Learning Burnout on Academic Achievement: The Cross-Level Moderating Role of Culture Background pp. 40 PDF 4
Womersley G. Using cultural-historical activity theory to explore trauma among refugee populations in Europe pp. 42–45 PDF 11
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 2