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ndin, S. & Lussi Borer, V. (2016). Using video to train teachers: An exam-
ple in the workplace. Presentation at the European meeting of train-
ers ‘Collaborative work to prevent ESL in Europe what kind of training?’,
Lyon, 29 January 2016.
Glow Connect. (n.d.). Retrieved from http://connect.glowscotland.org.uk/
Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams.
Harvard Business Review. Retrieved from https://hbr.org/2007/11/
eight-ways-to-build-collaborative-teams
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality re-
quirements for teacher educators. Teaching and Teacher Education, 21,
157–176.
Leblanc, S., & Ria, L. (2013). Designing the Néopass@ction platform based
on modeling of beginning teachers’ activity. Design and Technology
Education: An International Journal, 19(2), 40–51.
MyTeachingPartner™. (n.d.). Retrieved from http://curry.virginia.edu/research/
centers/castl/mtp
The National Staff Development Council. (2001). Standards for staff develop-
ment, revised edition. Oxford: National Staff Development Council.
LION Learning (n.d.). Retrieved from http://www.lionlearning.eu/about
Neopass@ction. (n.d.). Retrieved from http://neo.ens-lyon.fr/neo
OECD. (2009). Teaching and learning international survey. Creating effective
teaching and learning environments first results from Talis. Paris: OECD.
OECD. (2014). Talis 2013 results: An international perspective on teaching and
learning. OECD Publishing. http://dx.doi.org/10.1787/9789264196261-en
OpeningUpSlovenia. (n.d.). Retrieved from http://ouslovenia.net/
Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teach-
er education views of Serbian teachers and teacher educators. Teaching,
26(3), 694–703.
Paulus, T. M. (2005). Collaborative and cooperative approaches to online group
work: The impact of task type. Distance Education, 26(1), 111–125.
Pedro, F. (2005). Comparing traditional and ICT-enriched university teach-
ing methods: Evidence from two empirical studies. Higher Education in
Europe, 30(3–4), 399–411.
Roberts, A. M., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J.
T., Williford, A. P., & Pianta, R. C. (2014). Individual and contextual fac-
tors associated with pre-kindergarten teachers’ responsiveness to the
Myteachingpartner coaching intervention. Prevention Science, November
216
ple in the workplace. Presentation at the European meeting of train-
ers ‘Collaborative work to prevent ESL in Europe what kind of training?’,
Lyon, 29 January 2016.
Glow Connect. (n.d.). Retrieved from http://connect.glowscotland.org.uk/
Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams.
Harvard Business Review. Retrieved from https://hbr.org/2007/11/
eight-ways-to-build-collaborative-teams
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality re-
quirements for teacher educators. Teaching and Teacher Education, 21,
157–176.
Leblanc, S., & Ria, L. (2013). Designing the Néopass@ction platform based
on modeling of beginning teachers’ activity. Design and Technology
Education: An International Journal, 19(2), 40–51.
MyTeachingPartner™. (n.d.). Retrieved from http://curry.virginia.edu/research/
centers/castl/mtp
The National Staff Development Council. (2001). Standards for staff develop-
ment, revised edition. Oxford: National Staff Development Council.
LION Learning (n.d.). Retrieved from http://www.lionlearning.eu/about
Neopass@ction. (n.d.). Retrieved from http://neo.ens-lyon.fr/neo
OECD. (2009). Teaching and learning international survey. Creating effective
teaching and learning environments first results from Talis. Paris: OECD.
OECD. (2014). Talis 2013 results: An international perspective on teaching and
learning. OECD Publishing. http://dx.doi.org/10.1787/9789264196261-en
OpeningUpSlovenia. (n.d.). Retrieved from http://ouslovenia.net/
Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teach-
er education views of Serbian teachers and teacher educators. Teaching,
26(3), 694–703.
Paulus, T. M. (2005). Collaborative and cooperative approaches to online group
work: The impact of task type. Distance Education, 26(1), 111–125.
Pedro, F. (2005). Comparing traditional and ICT-enriched university teach-
ing methods: Evidence from two empirical studies. Higher Education in
Europe, 30(3–4), 399–411.
Roberts, A. M., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J.
T., Williford, A. P., & Pianta, R. C. (2014). Individual and contextual fac-
tors associated with pre-kindergarten teachers’ responsiveness to the
Myteachingpartner coaching intervention. Prevention Science, November
216
