Roč.22,č.4(2017)
Studia paedagogica: Teacher Education and Educational Research

Editorial

Editorial

5–8

Klára Šeďová, Sami Lehesvouri
https://doi.org/10.5817/SP2017-4-1

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Studies

Bridging the Gap Between Theory and Practice with Design-Based Action Research

9–29

Subin Nijhawan
https://doi.org/10.5817/SP2017-4-2

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Shifts in Teacher Talk in a Participatory Action Research Professional Learning Community

31–53

Patrick Hales
https://doi.org/10.5817/SP2017-4-3

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Enhancing Dialogic Argumentation in Mathematics and Science

55–76

Sami Lehesvuori, Markus Hähkiöniemi, Kaisa Jokiranta, Pasi Nieminen, Jenna Hiltunen, Jouni Viiri
https://doi.org/10.5817/SP2017-4-4

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Teachers’ Emotions in Teacher Development: Do They Matter?

77–110

Klára Šeďová, Zuzana Šalamounová, Roman Švaříček, Martin Sedláček
https://doi.org/10.5817/SP2017-4-5

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Benefits of a Small Research Study for the Teacher Education at a University of Applied Sciences: A Case Study

111–129

Lieveke Hellemans, Stefan Haesen
https://doi.org/10.5817/SP2017-4-6

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Emerging Researchers

Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments

131–149

Vasileios Symeonidis
https://doi.org/10.5817/SP2017-4-7

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Issue Description

Editoři: Klára Šeďová, Sami Lehesvouri