Studia paedagogica

Studia Paedagogica is a peer reviewed journal published by Masaryk University. It publishes studies on education, upbringing, and learning from various spheres of social life. The studies primarily comprise empirical research. The journal accepts only original research papers and welcomes submissions from both experienced academics and emerging scholars. Emerging researchers can publish their papers in the "Emerging Researchers" section of the journal.

The journal publishes three issues per year, including two special issues published in English (see Call for Papers), and one issue dedicated to general interest articles, published in either Czech or Slovak.

Studia Paedagogica is indexed in SCOPUS, CiteScore 2023: 1.0

Studia paedagogica: Learning Outcomes in Schools: Policies and Practices

Full Issue in PDF

Editorial

Learning Outcomes in Schools: Policies and Practices

4–6

Martin Sedláček, Paulína Koršňáková, Jana Straková

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Studies

Achievement in the Light of Aspects of Student Well-Being and Teacher Attitudes: The Case of Slovenia

7–29

Barbara Japelj Pavešić, Klaudija Šterman Ivančič, Gašper Cankar
https://doi.org/10.5817/SP2024-3-1

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If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement

30–51

Martin Sedláček, Klára Šeďová, Roman Švaříček, Zuzana Šalamounová
https://doi.org/10.5817/SP2024-3-2

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From Policy to Practice: Monitoring SDG Targets with PIRLS 2021 Austrian Data

52–79

Surette Van Staden, Sunet Grobler
https://doi.org/10.5817/SP2024-3-3

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Analyzing Student Performance in Connection with Learning Disorders and Extracurricular Activities in Foreign Language Classes

80–105

Roland Hegedűs, Krisztina Sebestyén
https://doi.org/10.5817/SP2024-3-4

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Innovation in the Final Assessment of Student Learning Outcomes (Report Cards): The Process of Change and Its Impacts on School Practice

106–156

Julie Grombířová, Jana Kratochvílová
https://doi.org/10.5817/SP2024-3-5

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Studia paedagogica: Mistakes in Teaching and Learning

Full Issue in PDF

Editorial

Mistakes in Teaching and Learning

5–8

Maria Cristina Matteucci, Gabriele Steuer, Martin Majcík

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Studies

The Acquisition of Error Competence and the Value of (learning from) Errors in Teacher Education from the Perspectives of Teachers in Finland and Germany

9–32

Annika Breternitz, Maria Tulis
https://doi.org/10.5817/SP2024-2-1

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Error-based Activity Applications in Sixth Grade Fraction Teaching

33–65

Esmanur Sancar, Merve Özkaya
https://doi.org/10.5817/SP2024-2-2

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Dealing with Student Mistakes in Mathematics at Primary School

66–89

Marcela Janíková, Tomáš Janík, Marie Pavelková
https://doi.org/10.5817/SP2024-2-3

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Error Climate and Gender as Factors Influencing Error Reactions in Primary School Children

90–107

Carolin Burmeister, Kim Beck, Robert Grassinger
https://doi.org/10.5817/SP2024-2-4

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Emerging Researchers

Test Anxiety Among Czech Pupils in Lower-Secondary Education

108–127

Erik Šejna
https://doi.org/10.5817/SP2024-2-5

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Studia paedagogica

Full Issue in PDF (Czech)

Studies

Inventory to Determine Teacher Job Satisfaction

5–24

Karel Paulík, Karel Rečka
https://doi.org/10.5817/SP2024-1-1

PDF (Czech)
Attitudes of Primary School Teachers Toward Inclusive Education

81–106

Jakub Pivarč
https://doi.org/10.5817/SP2024-1-4

PDF (Czech)
Students’ Experience of the Final State Exams and Their Teachers’ Perception of This Experience

107–136

Jana Stará, Tereza Krčmářová, Juliana Crespo Lopes
https://doi.org/10.5817/SP2024-1-5

PDF (Czech)

Emerging Researchers

Professional Development Activities from the Perspective of Lower Secondary School Teachers: A Secondary Analysis of TALIS Data

25–56

Kristýna Šejnohová, Stanislav Michek, Martin Chvál
https://doi.org/10.5817/SP2024-1-2

PDF (Czech)
Vision and Reality in the Recruitment and Hiring of New Teachers: The Perspective of Pedagogical Leaders and Novice Teachers

57–80

Jakub Vlček
https://doi.org/10.5817/SP2024-1-3

PDF (Czech)