Thursday, September 23rd, 2021

Buumlmen, N. T. (2009). Possible effects of professional development on Turkish teachers’ self-efficacy and classroom practice. Professional Development in Education, 35(2), 261-278.

Courtney, J. (2007). What are effective components of in-service teacher training? A study examining teacher trainers’ perceptions of the components of a training programme in mathematics education in Cambodia. Journal of In-service Education, 33(3), 19.

Crockett, M. D., Chen, C.-H., Namikawa, T., & Zilimu, J. (2009). Exploring discourse-based assessment practice and its role in mathematics professional development. Professional Development in Education, 35(4), 677-680.

Day, C., & Sachs, J. (2005). International handbook on the continuing professional development of teachers. United Kingdom: Open University Press, McGraw-Hill companies.

Drakenberg, M. (2001). The professional development of teachers in Sweden. European Journal of Teacher Education, 24(2), 10.

European Commission, & Culture, D.-G. f. E. a. (2005). CPD for teachers and trainers. Dublin, Ireland.

Fernandez, C. (2002). Learning from Japanese approaches to professional development. Journal of Teacher Education, 53(5), 393-405.

Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: contested concepts, understandings and models. Journal of In-service Education, 33(2), 17.

Gamage, D., & Hansson, P. (2006). A comparative study of profiles and perspectives on professional development of school leaders in Australia and Sweden. Education and Society, 24(3), 61-81.

Hansen, A., & Simonsen, B. (2001). Mentor, master and mother: the professional development of teachers in Norway. European Journal of Teacher Education, 24(2), 12.

« Previous PageNext Page »