Jarkovská, L., & Nosková, M. (2026). Od deníků k výzkumu. Metodologie sociálních věd interaktivně
Reference
Antonsen, Y., Toom, A., Ulvik, M., Drageset, O. G., Olsen, K. R., Hjardemaal, F. R., & Sæther, K.-A. (2024). Research approaches in master-based teacher education preparing student teachers for professional work. Frontiers in Education, 9, 1418398.
Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum Associates / Routledge.
Darling-Hammond, L., & Oakes, J. (2019). Preparing teachers for deeper learning. Harvard Education Press.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching, 15(2), 273–289.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Kluwer Academic Publishers.
Svojanovský, P., & Nehyba, J. (2016). Teaching teacher educators: A self-study of our learning from experience. In Garbett, D. & Ovens, A. (Eds.), Enacting self-study as methodology for professional inquiry (pp. 249–255.). Self-Study of Teacher Education Practices (S-STEP) community.
Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, R., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research-based approach to teacher education: Suggestions for future policies. European Journal of Education, 45(2), 331–344.
Vondrová, N., Cachová, J., Coufalová, J., & Krátká, M. (2016). „Lesson study“ v českých podmínkách: Jak učitelé vnímali svou účast a jaký vliv měla na jejich všímání si didakticko-matematických jevů. Pedagogika, 66(4), 427–442.
