Vol.22,No.3(2017)
Studia paedagogica

Editorial

Editorial

5–8

Petr Hlaďo
https://doi.org/10.5817/SP2017-3-1

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Studies

Some Psychological Consequences Related to Teachers’ Perception of Meaningfulness of Their Profession

9–24

Karel Paulík
https://doi.org/10.5817/SP2017-3-2

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Teacher Fluctuation: Selected Foreign Theories and Research Approaches

25–40

Andrea Rozkovcová, Petr Urbánek
https://doi.org/10.5817/SP2017-3-3

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The Impact of Clinical Experience on the Professional Development of Student Teachers

41–68

Monika Černá, Michaela Píšová, Kateřina Vlčková
https://doi.org/10.5817/SP2017-3-4

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Changes in Barriers to Adult Education in the Czech Republic: 2005–2015

69–89

Jan Kalenda, Ilona Kočvarová
https://doi.org/10.5817/SP2017-3-5

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The Success Rate of Female Doctoral Students With Young Children in Balancing Parenting and Studying

91–119

Klára Harvánková
https://doi.org/10.5817/SP2017-3-6

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How Mothers of First Graders Perceive Reading Acquisition

121–148

Jana Sedláčková
https://doi.org/10.5817/SP2017-3-7

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Interview

On the Meaning of Educational Research: An Interview with Theo Wubbels

149–157

Theo Wubbels, Petr Novotný, Roman Švaříček
https://doi.org/10.5817/SP2017-3-8

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Emerging Researchers

Communication Structures in Teaching of Ethics in Circular Classroom Arrangement

159–176

Martin Majcík
https://doi.org/10.5817/SP2017-3-9

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