Vol. 23, No. 2 (2018)

Studia paedagogica

Obsah čísla

Editorial

Editorial
Petr Novotný, Karen Evans
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5–7

Studies

Learning for Work From the Past, in the Present, and Into the Future?
Theo van Dellen
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9–24
Learning for the Complex Object of Work in a Digital Printing Network
Hanna Toiviainen, Liubov Vetoshkina
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25–42
Workplace Learning in the Professional Development of Vocational Education Teachers
Yanmin Zhao, James Ko
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43–58
Objective and Subjective Work Characteristics and Their Relation to the Successful Development of Adults in a Society after a Macrosocial Transition
Katarína Millová, Marek Blatný
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59–75
Perspectives of Young People Enrolled in Apprenticeship Courses in Portugal About Learning in Work Contexts
Alexandra Oliveira Doroftei, Sofia Marques da Silva, Helena C. Araújo
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77–99
Measurement of Career-specific Parental Behaviors Perceived by Czech Adolescents
Petr Hlaďo, Stanislav Ježek
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101–135

Emerging Researchers

Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School
Malte Gregorzewski
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137–157
Building Foundation on Sand: Certified TEFL Teachers’ Shifting Identity through Practice
Ezra Anthony Howard
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159–174
Curriculum Alignment: Performance Types in the Intended, Enacted, and Assessed Curriculum in Primary Mathematics and Science Classrooms
Natasha Ziebell, David Clarke
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175–203

Research Memorandum

Organizational Education
Michael Göhlich, Petr Novotný, Line Revsbaek, Andreas Schröer, Susanne M. Weber, Jun Yi Byung
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205–215