Volume 12 number 1

Published: 31 August 2022

Responsible editor: Kinga Bakk-Miklósi and Csilla Lazsádi

 


Research articles


Adeneye O. A. Awofala (Nigeria), Sabainah O. Akinoso (Nigeria), Ayotunde Adebayo (Nigeria), Exploring preservice mathematics and social studies teachers’ internet addiction as connected with gender and grade point average, 1-6, https://doi.org/10.24193/PedActa.12.1.1

Éva Bálint-Svella (Romania), Iuliana Zsoldos-Marchiș (Romania), Preservice teachers’ opinion about developing computational thinking in preschool, 7-15, https://doi.org/10.24193/PedActa.12.1.2

Abdallah Asli (Romania/Israel), Israeli post-primariy teacher`s attitudes towards teaching mathematics, 17-26, https://doi.org/10.24193/PedActa.12.1.3

Ágnes Hornyák (Hungary), Gabriella Pusztai (Hungary), Social and cultural impacts of becoming an innovative teacher, 27-38, https://doi.org/10.24193/PedActa.12.1.4

Katalin Godó (Hungary), Predicting mentoring aspirations in the student population, 39-62, https://doi.org/10.24193/PedActa.12.1.5,

László Szilárd Szilveszter (Romania), Relations between nonprofessional concept maps, learning efficiency and students` teaching experiences, 63-69, https://doi.org/10.24193/PedActa.12.1.6

Dalma Jánosi (Romania), Krisztina Iringó Vargancsik-Thörik (Romania), Difficulties in Schooling Children with SEN. Romanian aspects, 71-81, https://doi.org/10.24193/PedActa.12.1.7