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Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity

Časopis / Zdroj: European Journal of Teacher Education (2024)

Svojanovský, P., & Obrovská, J. (2024). Modelling individuality but advising universality: ethnography of mentoring pre-service teachers with regard to student diversity. European Journal of Teacher Education, 1-22. https://doi.org/10.1080/02619768.2024.2311694

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Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity

Časopis / Zdroj: Journal of Education for Teaching (2023)

Obrovská, J., Svojanovský, P., Kratochvílová, J., Lojdová, K., Tůma, F., & Vlčková, K. (2023). Promises and challenges of differentiated instruction as pre-service teachers learn to address pupil diversity. Journal of Education for Teaching, 1-18. https://dx.doi.org/10.1080/02607476.2023.2247356

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Nejdříve celá třída, až potom jednotlivci? Etnografie profesního učení studentů učitelství na praxi zaměřeného na žákovskou diverzitu

Časopis / Zdroj: Sociologický časopis/Czech Sociological Review (2023)

Obrovská, J., & Svojanovský, P. (2023). Nejdříve celá třída, až potom jednotlivci? Etnografie profesního učení studentů učitelství na praxi zaměřeného na žákovskou diverzitu. Sociologický časopis/Czech Sociological Review, 1-21. https://dx.doi.org/10.13060/csr.2023.035

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Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures

Časopis / Zdroj: Linguistics and Education (2023)

Tůma, F., Obrovská, J., & Svojanovský, P. (2023). Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures. Linguistics and Education, 76(1), 1-15. https://dx.doi.org/10.1016/j.linged.2023.101186

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Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal

Časopis / Zdroj: Social Psychology of Education (2023)

Obrovská, J., Aguiar, C., Silva, C. S., & Petrogiannis, K. (2023). Predictors of educational aspirations of Roma mothers in Czech Republic, Greece, and Portugal. Social Psychology of Education, 26(4), 1063-1088. https://dx.doi.org/10.1007/s11218-023-09780-4.

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Applications of deep language models for reflective writings

Časopis / Zdroj: Education and Information Technologies (2023)

Nehyba, J., & Štefánik, M. (2023). Applications of deep language models for reflective writings. Education and Information Technologies, 28(3), 2961-2999. http://dx.doi.org/10.1007/s10639-022-11254-7

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Who are the Montessori school teachers? A professional identity study in Czech Republic

Časopis / Zdroj: Issues in Educational Research (2023)

Jurčík, M. (2023). Freedom and respekt: who are the Montessori school teachers? A professional identity study in Czech Republic. Issues in Educational Research, 33(3).

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Effects of seating arrangement on students’ interaction in group reflective practice

Časopis / Zdroj: Journal of Experimental Education (2023)

Nehyba, J., Juhaňák, L., & Cigán, J. (2023). Effects of seating arrangement on students' interaction in group reflective practice. Journal of Experimental Education, 91(2), 249-277. http://dx.doi.org/10.1080/00220973.2021.1954865

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Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Časopis / Zdroj: Learning, Culture and Social Interaction (2019)

Lojdová, K. (2019). Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach. Learning, Culture and Social Interaction, 22(3), 1-11. http://dx.doi.org/10.1016/j.lcsi.2019.05.001

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Enabling audience participation and stimulating discussion after student presentations in English as a foreign language seminars

Časopis / Zdroj: Linguistics and Education (2018)

Tůma, F. (2018). Enabling audience participation and stimulating discussion after student presentations in English as a foreign language seminars. Linguistics and Education, 47, 59-67. http://dx.doi.org/10.1016/j.linged.2018.08.004

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Supporting student teachers’ reflection as a paradigm shift process

Časopis / Zdroj: Teaching and Teacher Education (2017)

Svojanovský, P. (2017). Supporting student teachers’ reflection as a paradigm shift process. Teaching and Teacher Education, 66, 338-348. http://dx.doi.org/10.1016/j.tate.2017.05.001

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Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

Časopis / Zdroj: Slovo a slovesnost (2017)

Tůma, F. (2017). Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy. Slovo a slovesnost, 78(4), 283-304.

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Drinking stories of emerging adults

Časopis / Zdroj: Narrative Inquiry (2020)

Lojdová, K. (2020). Drinking stories of emerging adults. Narrative Inquiry, 30(1), 104-121. http://dx.doi.org/10.1075/ni.18068.loj

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Clean language interviewing as a second-person method in the science of consciousness

Časopis / Zdroj: Journal of Consciousness Studies (2020)

Nehyba, J., & Lawley, J. (2020). Clean language interviewing as a second-person method in the science of consciousness. Journal of Consciousness Studies, 27(1-2), 94-119. https://www.ingentaconnect.com/content/imp/jcs/2020/00000027/f0020001/art00005

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‘There are two gaps, so’: teaching materials as resources for correction in pre-ser‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes

Časopis / Zdroj: Classroom Discourse (2021)

Tůma, F., & Lojdová, K. (2021). ‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes. Classroom Discourse, 12(1-2), 15-34. http://dx.doi.org/10.1080/19463014.2020.1856697

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‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Časopis / Zdroj: Intercultural Education (2021)

Obrovská, J., Jarkovská L., & Lišková, K. (2021).‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school. Intercultural Education, 32(1), 62-82. http://dx.doi.org/10.1080/14675986.2020.1844511

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Resilience capacity and supportive factors of compulsory education in ethnic minority families: mixed methods study of Czech Roma mothers

Časopis / Zdroj: Contemporary Social Science (2021)

Obrovská, J., & Sidiropulu Janků, K. (2021). Resilience capacity and supportive factors of compulsory education in ethnic minority families: mixed methods study of Czech Roma mothers. Contemporary Social Science, 16(4), 448-463. http://dx.doi.org/10.1080/21582041.2020.1869813

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