Published: 2012-04-01

DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0001
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0002
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0003
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0004
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0005
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0006
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0007
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0008

The teacher as a reflective researcher: debate on his/her educational practice development

Maria Lília Imbiriba Sousa Colares, Tadeu Oliver Gonçalves, Anselmo Alencar Colares, Jacinto Pedro P. Leão

151-156

DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0009
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0010

A qualitative study on inclusion in schools

Maria da Graça Tavares Monteiro, Maria de Lourdes Sá Earp

183-200

DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0011
DOI: https://doi.org/10.5212/OlharProfr.v.14i1.0012