Roč.27,č.2(2022)
Studia paedagogica: Teaching and Learning in Higher Education

Editorial

Rethinking the Essential Questions in Higher Education

5–7

Kari Smith, Karla Brücknerová

PDF (English)

Stati

Aiming for Active Student Participation in Online University Lessons: A Case Study of Two Teachers During Emergency Remote Teaching

9–34

Tomáš Lintner, Klára Šeďová
https://doi.org/10.5817/SP2022-2-1

PDF (English)
Exploring Teaching Conceptions and Practices: A Qualitative Study with Higher Education Teachers in Portugal

35–53

Marta Mateus de Almeida, Joana Viana, Mariana Gaio Alves
https://doi.org/10.5817/SP2022-2-2

PDF (English)
Utilizing Informal Formative Assessment and Dialogicity during Reflections on Educational Dialogue in Mathematics

55–75

Sami Lehesvuori, Laura Ketonen, Markus Hähkiöniemi
https://doi.org/10.5817/SP2022-2-3

PDF (English)
A Narrative Review of Eye-Tracking Research on Self-Regulated Learning from Multimedia Learning Materials in Higher Education

77–96

Nicol Dostálová, Libor Juhaňák, Lukáš Plch
https://doi.org/10.5817/SP2022-2-4

PDF (English)
Factor Structure of a Self-Report Questionnaire Determining the Epistemic Beliefs of Primary School and Kindergarten Student Teachers in the Science Domain

97–129

Jaroslav Říčan, Roman Kroufek
https://doi.org/10.5817/SP2022-2-5

PDF (English)

Začínající výzkumníci

The Role of Peer Learning among University Teachers in Integrating Digital Technologies into Higher Education Teaching

131–149

Barbora Nekardová
https://doi.org/10.5817/SP2022-2-6

PDF (English)