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Journal Papers in English or German



Janko, T., & Pešková, K. (2017). Exploring teachers´ perceptions of curriculum change and their use of textbooks during its implementation: A review of current research. Zeitschrift für Geographiedidaktik, 17(1), 33–52.


Jašková, J. (2016). Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge. Journal of Language and Cultural Education, 4(1), 86–98.
Moravec, J., & Pešková, K. (2016). Lower secondary school pupils´perception of e–textbooks. e–Pedagogium, 16(2), 75–89.
Slavík, J., Janík, T., & Najvar. P. (2016). Producing knowledge for improvement: The 3A procedure as a tool for content–focused research on teaching and learning. Pedagogika, 66(6), 672–688.
Uličná, K., Píšová, M., Hanušová, S., Janíková, V., & Najvar, P. (2016). Expert teacher: Objective determinants of developing and maintaining expertise (in FLT perspektive). XLinguae, 9(1), 91–109.


Minaříková, E., Píšová, M., Janík, T., & Uličná, K. (2015). Video clubs: EFL teachers’ selective attention before and after. Orbis Scholae, 9(2), 55–75.
Pešková, K. (2015). Didaktische funktionen der landeskundlichen Visualisierungen in DaF-Lehrwerken. Brünner Hefte zu Deutsch als Fremdsprache, 8(2), 101–115.
Tůma, F. (2015). What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction. Journal of Language and Cultural Education, 3(3), 85–97.


Hanušová, S., Píšová, M., Kostková, K., Janíková, V., & Najvar, P. (2014). Subjective determinants of the development of foreign language teacher expertise. Pedagogická orientace, 24(6), 857–877.
Tůma, F. (2014). Dialogism and classroom interaction in English language teaching: A review of Czech research. Pedagogická orientace, 24(6), 878–902.
Tůma, F., Píšová, M., Najvar, P., & Janíková, V. (2014). Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews. The New Educational Review, 35(2), 289–299.


Janík, T., Najvar, P., Najvarová, V., Trna, J., & Novák, P. (2012). Opportunities to learn in Physics instruction in the Czech Republic: findings of the IRSE video study. The New Educational Review, 28(2), 102–114.
Kubiatko, M., Janko, T., & Mrázková, K. (2012). The influence of gender, grade level and favourite subject on Czech lower secondary school pupils perception of geography. International Research in Geographical and Environmental Education, 21(2), 109–122.
Kubiatko, M., Janko, T., & Mrázková, K. (2012). Czech student attitudes towards geography. Journal of Geography, 111(2), 67–75.


Píšová, M., & Janík, T. (2011). On the nature of expert teacher knowledge. Orbis scholae, 5(2), 95–115.
Píšová, M., & Kostková, K. (2011). Professional Learning of Student Teachers and its Support during Clinical Practice (Humanistic and Neo-humanistic Trends in Action). The New Educational Review, 23(1), 295–306.
Kubiatko, M., Haláková, Z., Nagyová, S. & Nagy, T. (2011). Slovak high school students' attitudes toward computers. Interactive Learning Environment, 19(5), 537–550.
Kubiatko, M., Usak, M., & Pecušová, E. (2011). Elementary school pupils' knowledge and misconception about birds. Eurasian Journal of Educational Research, 43(1), 163–182.


Knecht, P., Najvarová, V. (2010). How Do Students Rate Textbooks? A Review of Research and Ongoing Challenges for Textbook Research and Textbook Production. Journal of Educational Media, Memory, and Society, 2(1), 116.
Kubiatko, M., Usak, M., Yilmaz, K.,  Tasar, M. F. (2010). A cross-national study of czech and turkish university students attitudes towards ICT used in science subjects. Journal of Baltic Science Education, 9(2), 119134.
Kubiatko, M., Vlčková, K. (2010). The relationship between ICT use and science knowledge for Czech students: a secondary analysis of PISA 2006. International Journal of Science and Mathematics Education, 8(3), 523543.


Janík, T., Najvar, P., Slavík, J., Trna, J. (2009). On the dynamic nature of physics teachers pedagogical content knowledge. Orbis scholae, 3(2), 4762.
Kubiatko, M., Haláková, Z. (2009). High school students relation to information and communication technologies in the context of biology. E-Pedagogium, 9(1), 2030.
Kubiatko, M., Haláková, Z. (2009). Slovak high school students attitudes to ICT using in biology lesson. Computers in Human Behavior, 25(3), 743748.
Kubiatko, M., Prokop, P. (2009). Pupils understanding of mammals: An investigation of the cognitive dimension of misconceptions. Orbis scholae, 3(2), 97111.
Najvar, P., Najvarová, V., Janík, T. (2009). Lesson structure in different school subjects in the Czech republic. Orbis scholae, 3(2), 113127.


Janík, T., Janíková, M., Najvar, P., Najvarová, V. (2008). Ziele und Zielorientierung im Physikunterricht: Einblicke in die Überzeugungen von tschechischen Physiklehrern. Zeitschrift für Didaktik der Naturwissenschaften, 14(1), 201217.
Prokop, P., Kubiatko, M. (2008). Bad wolf kills lovable rabbits: childrens attitudes toward predator and prey. Electronic Journal of Science Education, 12(1), 5570.


Janík, T., Miková, M., Najvar, P., Najvarová, V. (2006). Unterrichtsformen und -phasen im tschechischen Physikunterricht: Design und Ergebnisse der CPV Videostudie Physik. Zeitschrift für Didaktik der Naturwissenschaften, 12(1), 219238.


Švec, V. (2004). Experience of Student Teachers as a Source of their Pedagogical Knowledge. The New Educational Review, 4(3-4), 5769.