Vol. 3 No. 1 (2018)

Número Temático

• Editorial: Dossiê: Pesquisa-ação em diferentes feições colaborativas

  Maria Amélia Santoro Franco, Ana Margarida Veiga Simão

  1-15

  • PDF (Português (Portugal))

• The formative nature of action research in education

  Otília Maria A. N. A. Dantas

  16-31

  • PDF (Português (Portugal))

• The emancipatory contributions of action research in the continuing professional development of teachers

  Elcimar Simão Martins, Janine Marta Rodrigues Coelho, Osmar Hélio Alves Araújo

  32-41

  • PDF (Português (Portugal))

• Challenges in the training of researchers in professional practice

  Marli Andre

  42-55

  • PDF (Português (Portugal))

• Curricular internship and action research: reflections and practices in teacher trainig

  Roberta Abreu, Dídima Maria de Melo Andrade

  56-71

  • PDF (Português (Portugal))

• Collective learning-teaching processes between schools and public universities in teacher training

  Sueli de Lima Moreira, Janaina Souza Damasceno, Joyce Santos , Júlio César de Almeida Vidal, Patrícia Pereira do Prado, Regina Falcão, Verónica Villela Goulart, Wladimir Barbosa da Silva

  72-89

  • PDF (Português (Portugal))

• A continuing professional development course for teachers as a setting for action research: an experience report

  Ivan Fortunato

  90-105

  • PDF (Português (Portugal))

• Beyond the ‘researcher–research subject’ relationship: contributions from a research-based training programme developed with novice teaching coordinators

  Vera Maria Nigro de Souza Placco, Rodnei Pereira

  106-123

  • PDF (Português (Portugal))

• Prospects for Action Research in School Physical Education: insights from postgraduate programmes

  Luciana Venâncio , Luiz Sanches Neto, Mauro Betti

  124-141

  • PDF (Português (Portugal))

• Didatice atelier: the impact of sensitive didatic on the training of university teachers

  Cristina d’Ávila , Giovana Zen, Lucia Gracia Ferreira

  142-160

  • PDF (Português (Portugal))