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

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Editorial

Rethinking the Essential Questions in Higher Education

5–7

Kari Smith, Karla Brücknerová

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Studie

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

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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

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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

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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

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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

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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

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