2020

• Janík, T., & Janíková, M. (2020). Didaktische Videokasuistik: Ansatz – Vorgehen – Ergebnisse. Hildesheimer Beiträge zur Schul- und Unterrichtsforschung, 1(1), 51-61.
• Hanušová, S., Píšová, M. Kohoutek, T., Minaříková, E., Ježek, S., Janík, T, Mareš, J., & Janík, M. (2020).  Novice teachers in the Czech Republic and their drop‐out intentions. European Journal of Education, 54(4), 275-291.

2019

• Janík, M., & Janíková, V. (2019). Entwicklung der professionellen Wahrnehmung künftiger DaF-Lehrer(innen) mittels einer videobasierten Online-Plattform (DaF-VideoWeb). Fremdsprachen Lehren und Lernen, 48(1), 63-83.
• Janík, T., Slavík, J., Najvar, P., & Janíková, M. (2019). Shedding the content: semantics of teaching burdened by didactic formalisms. Journal of Curriculum Studies, 51(2), 185-201.

2018

• Ellederová, E. (2018). Design-Based Research of an ESP Coursebook: Results of a Questionnaire Survey. GRANT journal, Magnanimitas, 7(1), 27-31.
• Ellederová, E. (2018). English for Specific Purposes Materials Development: Design-Based Research Methodology. Folio – Journal of the Materials Development Association, 18(2), 8-13.
• Janík, T., Janko, T., Pešková, K., Knecht, P., & Spurná, M. (2018). Czech teachers’ attitudes towards curriculum reform implementation. Human Affairs, 28(1), 54–70.
• Lu, J., & Throssell, P. (2018). University students’ preferences and experience: Is there a role for the CLCOEL? Cogent Education, 5(1), 1-13.

2017

• Janík, M. (2017). Student's use of English in German lessons. Orbis scholae, 11(3), 85–102.
• 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.

2016

• 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.
• Moravec, J., & Pešková, K. (2016). Lower secondary school pupils ́perception of e–textbooks. e–Pedagogium, 16(2), 75–89.
• 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.
• 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.

2015

• 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.

2014

• Janík, M., Pešková, K., & Janík, T. (2014). Standardy pro učitelské vzdělávání jako cesta ke kvalitě: reflexe vývoje ve Spolkové republice Německo. Orbis scholae, 8(3), 47–70.
• 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.

2013

• Najvar, P., Janík, T., & Šebestová, S. (2013). The language of communication in English classrooms in the Czech Republic: Mixing languages. Pedagogická orientace, 23(6), 823–843.
• Stuchlíková, I., Gläser-Zikuda, M., & Janík, T. (2013). Emotional aspects of learning and teaching: Reviewing the field – discussin the issues. Orbis scholae, 7(2), 7–22.
• Hanušová, S., Píšová, M., Kostková, K., Janíková, V., & Najvar, P. (2013). Researching the Expertise of Foreign Language Teachers. JoLaCe Journal of Language and Cultural Education, 1(1), 4–36.
• Janko, T., & Knecht, P. (2013). Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities. Review of International Geographical Education Online, 3(1), 26–43.
• Limprecht, S., Janko, T., Gläser-Zikuda, M. (2013). Achievemnt emotions of boys and girls in Physics instruction: Does a Portfolio make a difference? Orbis scholae, 7(2), 43–66.
• Píšová, M. (2013). Teacher professional socialisation: Objective Determinants. Orbis scholae, 7(2), 67–80. Tůma, F. (2013). EFL learners’ interaction in online discussion tasks: A conversation analysis perspective. ACC Journal, 19(3), 159–170.
• Tůma, F., & Píšová, M. (2013). Trends in foreign language didactics research: a thematic analysis of Ph.D. dissertations from the Czech Republic and abroad (2006–2012). The New Educational Review, 34(4), 125–138.
• Vlčková, K., Berger, J. & Völkle, M. (2013). Classification Theories of Foreign Language Learning Strategies: An Exploratory Analysis. Studia paedagogica, 18(4), 93–113.

2012

• 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.
• Kubiatko, M., Mrázková, K., & Janko, T. (2012). Gender and Grade Level as Factors Influencing Perception of Geography. Review of International Geographical Education Online, 2(3), 289–302.

2011

• 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.
• Kubiatko, M., & Vaculová, I. (2011). Project-based learning: characteristic and the experiences with application in the science subjects. Energy Education Science and Technology Part B-Social and Educational Studies, 3(1–2), 65–74.
• 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.

2010

• Kubiatko, M. (2010). Czech university students attitudes towards ICT used in science education. Journal of Technology and Information Education, 2(3), 20–25.
• 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), 523–543.

2009

• Janík, T., Najvar, P., Slavík, J., & Trna, J. (2009). On the dynamic nature of physics teachers pedagogical content knowledge. Orbis scholae, 3(2), 47–62.
• Najvar, P., Najvarová, V., & Janík, T. (2009). Lesson structure in different school subjects in the Czech republic. Orbis scholae, 3(2), 113–127.
• Kubiatko, M., & Haláková, Z. (2009). High school students relation to information and communication technologies in the context of biology. E-Pedagogium, 9(1), 20–30.
• Kubiatko, M., & Haláková, Z. (2009). Slovak high school students attitudes to ICT using in biology lesson. Computers in Human Behavior,25(3), 743–748.
• Kubiatko, M., & Prokop, P. (2009). Pupils understanding of mammals: An investigation of the cognitive dimension of misconceptions. Orbis scholae, 3(2), 97–111.
• Mrázková, K., & Kubiatko, M. (2009). Implementace geoinformačních technologií do výuky zeměpisu na základních školách. E-Pedagogium, 9(4), 46–60.

2008

• 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), 201–217.

2007

• Knecht, P. (2007). Changing geographies: innovative curricula. Orbis scholae, 2(2), 166–169.Knecht, P. (2007). Inovace kurikula geografického vzdělávání. Pedagogická orientace, 17(1), 62–67.

2006

• 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), 219–238.

2005

• Maňák, J. (2005). Didaktika 1964–2004. Pedagogická orientace, 15(4), 3–11.