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Displaying 1 - 10 of 10

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Contents. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 3.

Article

Nijhawan, Subin. Bridging the gap between theory and practice with design-based action research. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 9–29.

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Symeonidis, Vasileios. Weaving the threads of a continuum: teacher education in Hungary from the perspective of European developments. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 131–149.

Article

Hales, Patrick. Shifts in teacher talk in a participatory action research professional learning community. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 31–53.

Article

Šeďová, Klára, Šalamounová, Zuzana, Švaříček, Roman, Sedláček, Martin. Teachers' emotions in teacher development: do they matter?. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 77–110.

Article

Šeďová, Klára, Lehesvouri, Sami. Editorial : How to link teacher education to educational research. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 5–8.

Article

Front matter. Studia paedagogica. 2017, vol. 22, iss. 4, pp. .

Article

Back matter. Studia paedagogica. 2017, vol. 22, iss. 4, pp. .

Article

Hellemans, Lieveke, Haesen, Stefan. Benefits of a small research study for the teacher education at a university of applied sciences: a case study. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 111–129.

Article

Lehesvuori, Sami, Hähkiöniemi, Markus, Jokiranta, Kaisa, Nieminen, Pasi, Hiltunen, Jenna, Viiri, Jouni. Enhancing dialogic argumentation in mathematics and science. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 55–76.