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teachers’ professional development
the continuing professional development of teachers. Maidenhead, Birks,
Open University Press.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers mat-
ter: Connecting lives, work and effectiveness. New York: McGraw Hill.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child
Development, 82, 405–432.
European Commission. 2012. Supporting teacher competence development
for better learning outcomes. Education and Training. Luxembourg:
Publications Office of the European Union.
European Commission/EACEA/Eurydice. 2015. The teaching profession in
Europe: Practices, perceptions, and policies. Eurydice Report. Luxembourg:
Publications Office of the European Union.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization.
American Educational Research Journal, 6, 207–226.
Fuller, F. & Bown, O. (1975). Becoming a teacher. In K. Ryan (ed.), Teacher edu-
cation (74th Yearbook of the National Society for the Study of Education.
Part 2, pp. 25–52). Chicago: University of Chicago Press.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks:
Corwin.
Hargreaves, A. (2005). Educational change takes ages: Life, career and gener-
ational factors in teachers’ emotional responses to educational change.
Teaching and Teacher Education, 21, 967–983.
Hargreaves, D. H., & Fullan, M. (2012). Professional capital: Transforming
teaching in every school. New York, London: Teachers College Press.
Huberman, M. A. (1989). The professional life cycle of teachers. Teachers
College Record, 91(1), 31–57.
Huberman, M. A. (1997). Qualities of instruction and varieties of qualitative re-
search. Faculty of Education and Psychology, University of Geneva.
Joyce, B. R. & Calhoun, E. (2010). Models of professional development: A cele-
bration of educators. Thousand Oaks: Corwin.
Koster, B., Brekelmans, M., Korthagen, F. A. J., & Wubbels, T. (2005). Quality
requirements for teacher educators. Teaching and Teacher Education,
21(2), 157–176.
Kraus, S., Brunner, M., Kunter, M, Baumert, J., Planck, M., Blum, W., Neubrand,
M., & Jordan, A. (2008). Pedagogical content knowledge and content
75
the continuing professional development of teachers. Maidenhead, Birks,
Open University Press.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers mat-
ter: Connecting lives, work and effectiveness. New York: McGraw Hill.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child
Development, 82, 405–432.
European Commission. 2012. Supporting teacher competence development
for better learning outcomes. Education and Training. Luxembourg:
Publications Office of the European Union.
European Commission/EACEA/Eurydice. 2015. The teaching profession in
Europe: Practices, perceptions, and policies. Eurydice Report. Luxembourg:
Publications Office of the European Union.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization.
American Educational Research Journal, 6, 207–226.
Fuller, F. & Bown, O. (1975). Becoming a teacher. In K. Ryan (ed.), Teacher edu-
cation (74th Yearbook of the National Society for the Study of Education.
Part 2, pp. 25–52). Chicago: University of Chicago Press.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks:
Corwin.
Hargreaves, A. (2005). Educational change takes ages: Life, career and gener-
ational factors in teachers’ emotional responses to educational change.
Teaching and Teacher Education, 21, 967–983.
Hargreaves, D. H., & Fullan, M. (2012). Professional capital: Transforming
teaching in every school. New York, London: Teachers College Press.
Huberman, M. A. (1989). The professional life cycle of teachers. Teachers
College Record, 91(1), 31–57.
Huberman, M. A. (1997). Qualities of instruction and varieties of qualitative re-
search. Faculty of Education and Psychology, University of Geneva.
Joyce, B. R. & Calhoun, E. (2010). Models of professional development: A cele-
bration of educators. Thousand Oaks: Corwin.
Koster, B., Brekelmans, M., Korthagen, F. A. J., & Wubbels, T. (2005). Quality
requirements for teacher educators. Teaching and Teacher Education,
21(2), 157–176.
Kraus, S., Brunner, M., Kunter, M, Baumert, J., Planck, M., Blum, W., Neubrand,
M., & Jordan, A. (2008). Pedagogical content knowledge and content
75
