Volume 9, 2024 – publicação Contínua

Artigos

• Education in Mozambique trends in training teachers in natural sciences and mathematic

  Damasco Rocha Mateus Chalenga, Emília Maria José Guiraguira, Vital de Melo Lopes Napapacha, Claudio Pinto Nunes

  e024009

  • e024009 (Português (Brasil))

• Teaching Work in and for School relationships between Extra-Class Days and Professional Development

  Clovis Piaus, Guilherme do Val Toledo Prado

  e024008

  • e024008 (Português (Brasil))

• Building an Observation Protocol for Peer Pedagogical Supervision Towards a collaborative, reflective, and innovative culture

  Sandra Cordeiro, Isabel Guerra, Célia Tomeno, Elza Mesquita

  e024007

  • e024007 (Português (Brasil))

• Collaborative groups of teachers and teacher professional development conceptions, contributions and challenges

  Fernanda Bassoli, José Guilherme da Silva Lopes

  e024006

  • e024006 (Português (Brasil))

• Education and diversity assumptions related to the feminization of teachers in early childhood education

  Jhonatan Phelipe Peixoto, Solange Franci Raimundo Yaegashi, Sharmilla Tassiana de Souza

  e024005

  • e024005 (Português (Brasil))

• Centro de Vivências Lúdicas – Oficinas Pedagógicas (CVLOPs) playfulness in teacher’s continued education

  Deise Avelina Felipe Saraiva, Kátia Augusta Curado Pinheiro Cordeiro da Silva

  e024004

  • e024004 (Português (Brasil))

• Using assessment to transform the way pre-service teachers learn insights from a pedagogical intervention

  Eva Lopes Fernandes

  e024003

  • e024003

• From Pedagogy as science to Pedagogy as teaching conceptions in dispute in the brazilian scenario

  Jefferson da Silva Moreira, Maria Amélia do Santoro Franco

  e024002

  • e024002 (Português (Brasil))

• Teaching by investigation at university level relationship between the essential didactical gestures

  Diana Patricia Salgado, María Rita Otero

  e024001

  • e024001 (Español (España))