Roč.23,č.2(2018)
Studia paedagogica: Learning and Work

Editorial

Editorial

5–7

Petr Novotný, Karen Evans
https://doi.org/10.5817/SP2018-2-1

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Studies

Learning for Work From the Past, in the Present, and Into the Future?

9–24

Theo van Dellen
https://doi.org/10.5817/SP2018-2-2

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Learning for the Complex Object of Work in a Digital Printing Network

25–42

Hanna Toiviainen, Liubov Vetoshkina
https://doi.org/10.5817/SP2018-2-3

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Workplace Learning in the Professional Development of Vocational Education Teachers

43–58

Yanmin Zhao, James Ko
https://doi.org/10.5817/SP2018-2-4

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Objective and Subjective Work Characteristics and Their Relation to the Successful Development of Adults in a Society after a Macrosocial Transition

59–75

Katarína Millová, Marek Blatný
https://doi.org/10.5817/SP2018-2-5

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Perspectives of Young People Enrolled in Apprenticeship Courses in Portugal About Learning in Work Contexts

77–99

Alexandra Oliveira Doroftei, Sofia Marques da Silva, Helena C. Araújo
https://doi.org/10.5817/SP2018-2-6

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Measurement of Career-specific Parental Behaviors Perceived by Czech Adolescents

101–135

Petr Hlaďo, Stanislav Ježek
https://doi.org/10.5817/SP2018-2-7

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Emerging Researchers

Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School

137–157

Malte Gregorzewski
https://doi.org/10.5817/SP2018-2-8

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Building Foundation on Sand: Certified TEFL Teachers’ Shifting Identity through Practice

159–174

Ezra Anthony Howard
https://doi.org/10.5817/SP2018-2-9

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Curriculum Alignment: Performance Types in the Intended, Enacted, and Assessed Curriculum in Primary Mathematics and Science Classrooms

175–203

Natasha Ziebell, David Clarke
https://doi.org/10.5817/SP2018-2-10

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Research Memorandum

Organizational Education

205–215

Michael Göhlich, Petr Novotný, Line Revsbaek, Andreas Schröer, Susanne M. Weber, Jun Yi Byung

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