Page 180 - Tina Vršnik Perše (ur.). Strokovni delavci v poklicnem in strokovnem izobraževanju in njihov profesionalni razvoj. Ljubljana: Pedagoški inštitut, 2015. Digitalna knjižnica, Documenta 10.
P. 180
mejo-Toro, L., & Pietro-Ursua, M. (2006). Teachers' irrational beliefs and their relati-
onship to distress in the proffesion. Psychology of Spain, 10, 88–96.
Bolhuis, S., & Voeten, M. J. M. (2004). Teachers' conception of student learning and
own learning. Teachers and teaching: theory and practice, 10 (1), 77–98.
Bizjak, C. (1997). Prenova sistema pripravništva pedagoških delavcev v Sloveniji. Vzgoja
in izobraževanje, 28(5), 51−54.
Brekelmans, M., & Wubbels, T. (1991). Student and teacher perceptions of interpersonal
teacher behavior: A Dutch perspective. The Study of Learning Environments, 5, 19-30.
Brook,P., Bergen, T., Brekelmals, M. (2006). Convergence and divergence between stu-
dents’ and teachers’perceptions of instructional behaviour in Dutch secondary edu-
cation, V: D. Fisher, & M.S. Khine, Contemporary approaches to research on lear-
ning environments: world views.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of Entering Teacher Candida-
tes. Review of the Educational Research, 62, 1−35.
Calderhead, J., & Shorrock, S. B. (1997). Understanding Teacher Education. London: Fal-
mer Press.
Calvete, E., & Villa, A. (1999). Estres y burnout docente: influencia de variables cogniti-
vas. Revista de educacion, 319, 291–303.
Candy, C. (1991). Self-direction for lifelong learning: a comprehensive guide to theory and
practice. San Francisco: CA, Jossey-Bass.
Caprara. G. V., Barbaranelli, C., Borgogni, L., Stecca, P. (2003). Efficacy beliefs as deter-
minants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821–832.
Caprara. G. V., Barbaranelli, C., Borgogni, L., Petitta, L., Rubinacci, A. (2003). Tea-
chers', school staff's and parents' beliefs as determinants of attitude toward school.
European Journal of Psychology of Education, 18, 15–31.
Caprara. G. V., Barbaranelli, C., Stecca, P., Malone, P. S. (2006). Teachers' self-effica-
cy beliefs as determinants of job satisfaction and students' academic achievement: A
study at school level. Journal of School Psychology, 44, 473–490.
Cecić Erpić, S. (1998). Spremljanje razvoja življenjskih struktur in življenjskega zadovolj-
stva v zgodnji odraslosti: primerjava med bivšimi vrhunskimi športniki in nešportniki.
Neobjavljena magistrska naloga. Ljubljana: Filozofska fakulteta Univerze v Ljubljani.
CEDEFOP. (2008). Vocational education and training in Slovenia. Short description.
Luxembourg: Office for Official Publications of the European Communities.
CEDEFOP. (2013). Spletna stran: Evropski center za razvoj poklicnega usposabljanja.
180
onship to distress in the proffesion. Psychology of Spain, 10, 88–96.
Bolhuis, S., & Voeten, M. J. M. (2004). Teachers' conception of student learning and
own learning. Teachers and teaching: theory and practice, 10 (1), 77–98.
Bizjak, C. (1997). Prenova sistema pripravništva pedagoških delavcev v Sloveniji. Vzgoja
in izobraževanje, 28(5), 51−54.
Brekelmans, M., & Wubbels, T. (1991). Student and teacher perceptions of interpersonal
teacher behavior: A Dutch perspective. The Study of Learning Environments, 5, 19-30.
Brook,P., Bergen, T., Brekelmals, M. (2006). Convergence and divergence between stu-
dents’ and teachers’perceptions of instructional behaviour in Dutch secondary edu-
cation, V: D. Fisher, & M.S. Khine, Contemporary approaches to research on lear-
ning environments: world views.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of Entering Teacher Candida-
tes. Review of the Educational Research, 62, 1−35.
Calderhead, J., & Shorrock, S. B. (1997). Understanding Teacher Education. London: Fal-
mer Press.
Calvete, E., & Villa, A. (1999). Estres y burnout docente: influencia de variables cogniti-
vas. Revista de educacion, 319, 291–303.
Candy, C. (1991). Self-direction for lifelong learning: a comprehensive guide to theory and
practice. San Francisco: CA, Jossey-Bass.
Caprara. G. V., Barbaranelli, C., Borgogni, L., Stecca, P. (2003). Efficacy beliefs as deter-
minants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821–832.
Caprara. G. V., Barbaranelli, C., Borgogni, L., Petitta, L., Rubinacci, A. (2003). Tea-
chers', school staff's and parents' beliefs as determinants of attitude toward school.
European Journal of Psychology of Education, 18, 15–31.
Caprara. G. V., Barbaranelli, C., Stecca, P., Malone, P. S. (2006). Teachers' self-effica-
cy beliefs as determinants of job satisfaction and students' academic achievement: A
study at school level. Journal of School Psychology, 44, 473–490.
Cecić Erpić, S. (1998). Spremljanje razvoja življenjskih struktur in življenjskega zadovolj-
stva v zgodnji odraslosti: primerjava med bivšimi vrhunskimi športniki in nešportniki.
Neobjavljena magistrska naloga. Ljubljana: Filozofska fakulteta Univerze v Ljubljani.
CEDEFOP. (2008). Vocational education and training in Slovenia. Short description.
Luxembourg: Office for Official Publications of the European Communities.
CEDEFOP. (2013). Spletna stran: Evropski center za razvoj poklicnega usposabljanja.
180
