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Pedagogika is preparing a monothematic issue in 2019

Ethics, moral and school

Nowadays, society is undergoing one of its most significant changes in history. While social, economical and environmental problems are discussed regularly, ethical issues are tackled much less. The educational system and school education must not only react to the situation, but also anticipate future developments. For this reason, old ethical questions ought to be asked in new contexts. Moreover, utterly new questions should be raised. These are the premises which the idea of the special monothematic issue of Pedagogika stems from. It will be about both tackling detailed questions on the one hand, and a holistic grasp of the issue on the other. Therefore, the monothematic issue of Pedagogika does not aim to provide normative concepts regarding this issue. Instead, its goal is to advert to the importance of ethical bases of school education and to initiate a debate on the matter.

Theoretical, review and research papers focusing on the issue of ethical aspects of school education and educational research are welcome.

Key areas possibly covered by the monothematic issue:

  1. Teachers: teachers’ professional ethics; teacher professional ethical codes and the issues related to their pursuit; ethical dilemmas in teachers’ work (both at present and in the past, for example, in the era of normalisation); moral distress of teachers; unethical conduct of teachers.
  2. Learners: moral education of pre-school children; current views on the moral development of children and adolescents; unethical behaviour of learners at school.
  3. School subjects: moral education at primary and secondary schools; ethical aspects in teaching particular school subjects; application of ethical aspects to the content in Czech textbooks; ethics in future teacher pre-graduate education.
  4. School: ethical challenges of multicultural education; ethical issues of inclusive education; ethical challenges related to the education of learners from socially excluded localities; ethical problems connected to early differentiation of learners.

Editors: Jiří Mareš, Zdeněk Beneš

  • By 31st January 2019: Submit abstracts of maximum two pages (3,600 characters) labelled “Monočíslo AJ ETHICS AND MORAL” to the email address The abstract is to include the following: the author(s) and the title of the submission, type of paper – theoretical, review, methodological or research paper – together with the presumed size, aims and content of the submission.
  • By 28th February 2019: Abstracts (in English) will be reviewed and the authors will be notified about further proceedings.
  • By 30th April 2019: Papers based on the accepted abstracts will be submitted. Subsequently, papers will be submitted for standard peer review after which authors will be notified and prospective adjustments to the texts will be required by 30th June 2019.

(Česky) Pedagogika chystá monotematické číslo v roce 2019

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(Česky) Pedagogika chystá monotematické číslo Odborné školství a odborné vzdělávání: Současné teorie a výzkumy

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Special Monothematic Issue: Education Futures for the Digital Age: Theory and Practice

There have been high expectations of digital technology in education but, after the initial, practically-unbounded enthusiasm all over the world, the first disillusion, disappointment and significant, critical research studies are beginning to appear. At the same time, there are on the market plenty of programmable toys for the development of pre-school children’s digital thinking. Computer companies offer varied modern (very often attractive) digital technology and services to schools that can invest in their technological equipment, including sophisticated, interactive touch platforms interconnected with mobile technology for pupils which enable teachers during classes concurrently to gain feedback and data about pupils’ work and which support active and constructive learning, including collaboration and co-operation (computer-based systems for adaptive teaching, personalised learning systems, etc.).

New technology with a certain didactical potential are after a short time replaced by yet another without there being serious, in-depth research of the educational effect and the impact of previous technology. “Schools and colleges have invested billions in technology with the promise of radically improving learning. It has not. Why not?” (G. O. Melow in D. Laurillard, 2012). The digital divide between pupils and their teachers becomes larger in the ways in which technology and applications are used, how pupils spend their free time and how teachers apply digital technology in their teaching. “Claims for how technology can improve educational performance in schools are widespread and influential yet the research evidence is extremely weak and the discourse is often clouded and confused by the motives and interests of some key individuals and organisations.” (J. Nutt, 2010, p. 3). It is mainly the positive aspects of short-term experiences using digital technology in education (very often only a pilot project) which are advertised and publicised (creativity, collaboration, enthusiasm, thinking development, sharing etc.); the problems with educational applications of technology are commonly ignored or marginalised.

In the Digital Age, the form of school education and particularly the learning process will be influenced by advanced digital technology which is ready to enter into school, for example, virtual or augmented reality. Researchers have identified various patterns of innovative approaches to learning (learning through social media, productive failure, teachback, learning through video games, etc.) that either already influence educational practice or offer opportunities for the future (M. Sharples et al., 2016, p. 7). Do we reflect this state of affairs in teacher education? How are student teachers taught to be competent to apply digital technology for learning and enabled to adapt themselves for the transformation of the educational environment in the Digital Age.

Computer systems allow a lot of data to be collected about the learners’ learning. Learners already gain feedback not only from their teachers, schoolmates, specialists and experts but also via computers and other digital devices. Our knowledge of human learning is based on research in psychology, neuroscience, pedagogy and machine learning and exploits the latest findings about behaviour of human memory in the learning process. “Research is combining observations of learning in classrooms and online, controlled psychology experiments, investigations of human brain functioning, and computational models of machine learning.” (M. Sharples et al., 2016, p. 10). How much are teacher educators experienced in and aware of all these findings to be able to educate their students at initial and post-graduate study levels to be ready for teaching approaches needed for education in the Digital Age?

The main aim of this monothematic volume is to contribute to the field by offering from different perspectives and different contexts a wide spectrum of topics related to the application of digital technology in learning, in teaching and, generally, in education in advanced societies. We would like to mediate the latest knowledge and findings of pedagogy and psychology about the impact of digital technology on forming cognitive processes of pupils and to point out on methodical, instructional, pedagogical and organisational aspects of education using digital technology.

This monothematic volume of Pedagogika focuses primarily on the following areas which can cover issues of education in the Digital Age from a theoretical, research and practical point of view:

  • The role and importance of digital technology in learning from childhood. Do we actually learn differently via digital technology? Which learning styles do learners prefer when they use digital technology? Do pupils use digital technology in their learning in school effectively and to good purpose? In which way do teachers direct their pupils to use technology for learning?
  • Changes in the role of the teacher in education with digital technology. Which teacher competencies are important to be developed in initial teacher education for education in the Digital Age? And in continuing professional development.
  • Innovative pedagogy focused on learning with digital technology. Technology is quite successful at analysing and responding to the accuracy of students’ actions. What research findings help us to answer the question of MOOCs as a solution for education in the Digital Age?
  • Digital technology and creativity development including aesthetic awareness.
  • Safety, right to privacy, privacy violation, anonymity, aggressive behaviour, cyberbullying, digital dementia and other risk following from digital technology usage by child users.
  • Digital cheating: plagiarism, cheating, cribbing, etc.
  • Methodical questions related to the implementation of computational thinking and computing in the school curriculum. Computational thinking concerns not only computer science education, but it is considered as an essential skill and analytical ability for learning in the Digital Age. Case studies with examples of good practice in how to develop computational thinking and introduce computing in school education. How do pupils think when they design an algorithm and apply coding or when they program robotic systems? How does ability relate to computational thinking and mathematical capability or linguistic abilities? How can computing contribute to linguistic competence development of children?
  • Methodological questions on how to research the level of digital literacy achievement of pupils and teachers and digital compeatence.
  • Methodical questions related to digital literacy development across the school curriculum and constructive alignment and assessment.
  • A critical review of the development of new trends in technology from the perspective of their application in the learning and teaching process; their impact on neurophysiological changes and on human behaviour; on physical health; social relations and the mental health of young people.
  • A critical review of governmental strategies of digital education across the world, their projection into school curricula and practice, including teacher education.

Qualitative systematic reviews, research studies, comparative studies, critical review, meta-analysis or mixed-mode studies and reviews that are not focused only on positive experiences with digital technology, but that also indicate their limitations, risks and negative aspects or consequences are welcome.

Guarantors of the Volume: Miroslava Černochová (CZ), Glynn Kirkham (UK), Christina Preston (UK), Christine Redman (AU), Jana Jacková (SK), Sarah Younie (UK)

  • By 26th February 2018: Submit annotations of maximum two pages (3,600 characters) labelled “Monočíslo AJ DIGITAL EDUCATION” to the email address The annotation is to include the following: the author(s) and title of the submission, type of paper – theoretical, review, methodological or research paper – together with the presumed size, aims and content of the submission.
  • By 28th February 2018: Annotations (in English) will be reviewed and the authors will be notified about further proceedings.
  • By 30th April 2018: Papers based on the accepted annotations will be submitted. Subsequently, papers will be submitted for standard peer review after which authors will be notified and prospective adjustments to the texts will be required by 30th June 2018.


  • LAURILLARD, D. (2012) Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. Routledge, 2012.
  • NUTT, J. (2010) Professional educators and the evolving role of ICT in schools. Perspective report. CfBT, 2010.
  • SHARPLES, M., de ROOCK, R., FERGUSON, R., GAVED, M., HERODOTOU, C., KOH, E., KUKULSKA-HULME, A., LOOI, C-K, McANDREW, P., RIENTIES, B., WELLER, M., WONG, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. ISBN 9781473022812.
  • WOOLF, B. P., SHUTE, V., VanLEHN, K., BURLESON, W., LESLIE KING, J., SUTHERS, D., BREDEWEG, B., LUCKIN, R., S. J. D. BAKER, R., TONKIN, E. (2010) A Roadmap for Education Technology. Beverly Park Woolf, 2010.

Special Monothematic Issue 4/2017: Historical reflection of education and its significance in (not only) teacher education

We would like to inform our readers that a new international monothematic issue 4/2017 called “Historical Reflection of Education and Its Significance in (Not Only) Teacher Education” has been published.
Editors of the numbers are Tomas Kasper, Karel Rýdl and Andreas Hoffmann-Ocon.
You can find the issue in the journal archive.

Monothematic Issue 3/2017: Analýza učiva a vyprazdňování obsahu v současném vzdělávání

We would like to inform our readers that the monothematic issue 3/2017 titled “Analýza učiva a vyprazdňování obsahu v současném vzdělávání (Learning Analysis and Content Discharge in Contemporary Education)” was published.
Its editors are Jan Slavík, Stanislav Štech and Klára Uličná.
You can find the issue in the journal archive.

(Česky) Právě vyšlo monotematické číslo 4/2016

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Special Monothematic Issue: Reconsidering Educational Research

Editors: Marit Honerød Hoveid, Iva Stuchlíková

This monothematic issue aims to provide a range of perspectives re-considering decisive methodological and metatheoretical issues in educational research. Research on education is becoming more and more diversified, introducing new questions, methods, procedures, and pathways on the one hand, and becoming more routinized and nested within “topical issues” on the other. As researchers we must from time to time re-consider not only questions about “how to” investigate given phenomena, but also questions related to why, what, in which context, and for what purposes we engage in this research endeavour. This reflexive stance towards educational research raises questions such as these. What are (relevant) data? What is taken for granted when implementing a particular design or method? To what extent can the limitations of a specific approach be surpassed? How do the values and backgrounds embedded in doing educational research have an impact? What role does normativity play and what are the limits to empirical research in education?

We expect papers dealing with philosophical, methodological, and empirical topics relevant for such considerations. Examples of such topics could be: the advantages and disadvantages of meta-analyses; interdisciplinary research issues – e.g. intertwined biological,, educational, sociological, and psychological approaches to learning; the consequences of different conceptualisations of the quality of education for preferred research practices; design and its possible impact on bias in the interpretation of results, the possibilities for validating and contextualizing data in quantitative designs, etc. On the contrary, studies discussing particular problems related to the single-study application of a specific method or statistical approach are not assumed to be proper candidates for publication in this monothematic issue.

The issue will be published in December 2017.


Electronic Archive of the Pedagogika Journal Available

Dear readers of Pedagogika,

We are glad to draw your attention to our Journal’s currently published electronic archive containing all papers and articles published since Pedagogika was founded in 1951 until present. We are convinced that this is a milestone not only for the Journal but also for pedagogy as a discipline. Both professional circles and the public are provided with easy access to the texts substantial to the development of educational thought in the Czech Republic – be it ideologically biased texts on the one hand or “politically courageous” and professionally well-founded ones on the other. A field of study cannot be cultivated without historical and wide-scale reflection; and we believe that the electronic archive of Pedagogika now being made accessible will serve as an important tool supporting a wide-scale discussion on essential issues of the discipline emerging in the period of the last more than 60 years. In this respect there are already two important reviews of the development of the Journal – two monothematic volumes on the occasion of the 50th anniversary of publication of Pedagogika: 4/2000 and 1/2001.

Fast retrieval of the required texts is facilitated by the search system by article name, author, key words or words used in an abstract.

Radka Wildová,
the Dean of the Faculty of Education, Charles University in Prague, on behalf of the Publisher

Martin Chvál,
on behalf of executive editors

5th January, 2015