About the Journal
The current call 1/2024 is thematically focused on the role of teachers in the development of digital competences at all levels of education, more information here.
The current call 2/2024 is open to all authors working in the field of literacy development, more information here.
The current call 3/2024 of the English issue is focused on music literacy and related areas, more information here.
Newly released issue in 1/2023 can be found here and 2/2023 can be found here.
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Welcome to the web pages of the newly established journal of the Faculty of Education of Charles University.
The Literacy, Preliteracy and Education Journal is a peer-reviewed journal which specializes in the field of literacy and education in their broadest terms. Its goal is to mediate new knowledge in the field and thus to provide impulses that will stimulate further development in the field, and to strengthen the link between research and praxis. The Journal deals with reading, mathematical, informational and science literacy and pre-literacy and with related topics. It also serves as a basis for the development of educational psychology, primary pedagogy and departmental didactics, and special and social pedagogy as research subjects.
The Journal is published three times a year (in April, August and December); the two main languages of the journal are Czech and Slovak. One English issue of the Journal is published each year.
Current Issue
Vol. 8 No. 1 (2024): The Role of the Teacher in Developing Digital Competencies
The focus of this issue is on the role of the teacher in developing digital competencies at all educational levels (from pre-primary to tertiary). In recent years, fostering digital literacy among pupils and students has become a prominent topic within educational practice and across all educational institutions and disciplines. This emphasis is driven in part by the inclusion of a new key competency—digital competency—within curricular documents. For teachers of any subject, field, or educational level, this shift presents both an opportunity and a need to adapt teaching approaches and preparation, stay up-to-date with technological trends, and potentially redefine educational content itself. Consequently, there is a growing need to support teachers on multiple levels, from school-based to state-level support.
Published:
2024-11-04
