How many are talking? The role of collectivity in dialogic teaching Sedláček, M., Šeďová, K. (2017). How many are talking? The role of collectivity in dialogic teaching. International Journal of Educational Research, 85, 99-108.
Intergenerational learning among teachers: overt and covert forms of continuing professional development Brücknerová, K., Novotný, P. (2017). Intergenerational learning among teachers: overt and covert forms of continuing professional development. Professional Development in Education, 43(3), 397–415.
A case study of a transition to dialogic teaching as a process of gradual change Šeďová, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.
Socialistická základní škola pohledem pamětníků Zounek, J., Šimáně, M., & Knotová, D. (2017). Socialistická základní škola pohledem pamětníků: sonda do života učitelů v Jihomoravském kraji. Praha: Wolters Kluwer.
Mezigenerační učení. Teorie, výzkum, praxe Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.
Primary school teachers as a tool of secularisation of society in communist Czechoslovakia Zounek, J., Šimáně, M., Knotová, D. (2017). Primary school teachers as a tool of secularisation of society in communist Czechoslovakia. History of Education, 46(4), 480-497.
Jak se učitelé učí Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2016). Jak se učitelé učí: Cestou profesního rozvoje k dialogickému vyučování. Brno: Masarykova univerzita.
Teacher professional development as a means of transforming student classroom talk Šeďová, K., Sedláček, M., Švaříček, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25.
Factors influencing acceptance of e-learning by teachers in the Czech Republic Hrtoňová, N., Kohout, J., Rohlíková, L. Zounek, J. (2015). Factors influencing acceptance of e-learning by teachers in the Czech Republic. Computers in Human Behavior, 51, 873-879.
