Andere Kunden interessierten sich auch für
![Making science communication videos with children at school]( "Making science communication videos with children at school")
Making science communication videos with children at school36,99 €![Use of Music Production Technologies applied to teaching practice]( "Use of Music Production Technologies applied to teaching practice")
Use of Music Production Technologies applied to teaching practice26,99 €![Guidelines for the production of auditory resources in education]( "Guidelines for the production of auditory resources in education")
Guidelines for the production of auditory resources in education26,99 €![Reading as a catalyst for oral and written production]( "Reading as a catalyst for oral and written production")
Reading as a catalyst for oral and written production29,99 €![The teaching of written production in FLE in Algeria]( "The teaching of written production in FLE in Algeria")
The teaching of written production in FLE in Algeria36,99 €![Teaching strategies to promote oral production in FLE]( "Teaching strategies to promote oral production in FLE")
Teaching strategies to promote oral production in FLE29,99 €![Playful activities as a strategy for written production in French as a foreign language]( "Playful activities as a strategy for written production in French as a foreign language")
Playful activities as a strategy for written production in French as a foreign language26,99 €
Didactics plays a fundamental role in teacher training. According to previous studies by Libâneo (2010), Longarezi and Puentes (2010) and Sguarezzi (2010), Didactics is experiencing a decline in its theoretical and scientific field. The general objective of this study is to analyze the state of research and intellectual production in the area of Didactics, from 2004 to 2010, in three Postgraduate Programs in Education in the southern region of Brazil. We opted for a quantitative-qualitative approach and used the multiple case study methodology. We carried out an interpretative analysis of the CAPES forms used to evaluate the three programs and the Lattes CVs of their professors. We used the programs' websites as a source of research and collected information on the research projects the professors are involved in and their intellectual output from their Lattes. We built a database for the project, at a national level, with the name of each program, their lines of research in Didactics, their projects, the professors responsible and their publications.