آقازاده، احمد (1392). آموزش و پرورش تطبیقی. سمت.
امراله، امید؛ و حکیمزاده، رضوان (1393). بررسی تطبیقی نظام ارزیابی کیفیت برنامه درسی تربیت معلم در کشورهای کره جنوبی، انگلستان و ایران. دوفصلنامه مطالعات برنامه درسی آموزش عالی، 5(9)، 7-25.
حسینی، سیده بتول؛ برهمن، مریم؛ و داداشی مقدم، فاطمه (1398). بررسی تطبیقی نظام تربیت معلم کشور با نظام تربیت معلم کشور ژاپن. کنفرانس بینالمللی در پژوهشهای نوین در علوم تربیتی و روانشناسی و علوم اجتماعی. دانشگاه شیراز.
حسینی، مهسا؛ و ابراهیمی، طاهره (1393). بررسی تطبیقی تربیت معلم در کشورهای ایران، ژاپن و آلمان. اولین کنفرانس بینالمللی روانشناسی و علوم رفتاری تهران.
رضایی، منیره (1396). تعیین شایستگیهای تخصصی و حرفهای معلمان متناسب با سند تحول بنیادین و مبانی نظری آن و اعتباربخشی شایستگیها. طرح پژوهشی اجرا شده در پژوهشگاه مطالعات آموزش و پرورش.
شعبانی، زهرا (1383). بررسی تطبیقی برنامه تربیت معلم ایران و چند کشور جهان. فصلنامه تعلیم و تربیت، 79، 121-160.
شورای عالی آموزش و پرورش (1382). سند و منشور اصلاح نظام آموزش و پرورش.
فرجاد، محمدعلی (1393). آموزش و پرورش تطبیقی. انتشارات رشد.
فرهمندیان، محمد (1373). تعلیم و تربیت: نظام تربیت معلم در کره جنوبی و چین. مجله رشد معلم، 19(5)، 23-32.
معاونت توسعه مدیریت و پشتیبانی وزارت آموزش و پرورش (1392). نظام رتبهبندی حرفهای معلمان و ساماندهی جذب و تأمین نیروی انسانی. وزارت آموزش و پرورش.
نامداریپژمان، مهدی (1397). طراحی الگوی تضمین کیفیت فرایند آموزش و آمادهسازی دانشجومعلمان در دانشگاه فرهنگیان. رساله دکتری رشته مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران.
Avalos, B., & Assael, J. (2007). Moving from Resistance to Agreement: The Case of the Chilean Teacher Performance Evaluation.
International Journal of Educational Research,
45(4–5), 254-266.
Barber, M., & Mourshead, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey Company.
Bassellier, G., Reich, B. H., & Benbasat, I. (2001). Information technology competence of business managers: A definition and research model. Journal of Management Information Systems, 17(4), 159–182.
Bird, A., & Osland, J. s. (2004). Global competencies: An introduction. In H. Lane, M. Maznevksi, M. E. Mendenhall, & J. McNett (Eds.), The Blackwell handbook of global management: A guide to managing complexity(pp. 57-80). Malden, MA: Blackwell.
Byrd, A., & Rasberry, M. (2011). Teacher and teaching effectiveness: A bold view from National Board Certified Teachers in North Carolina. North Carolina: CTQ center for teaching quality.
Chan, I. Y. S., Liu, A. M. M., Cao, S., & Fellows, R. (2013). Competency and empowerment of project managers in China. In Proceedings of the 29th Annual ARCOM Conference, (pp. 383- 392). Reading, UK: Association of Researchers in Construction Management (ARCOM).
Chong, S., & Ho, P. (2009). Quality teaching and learning: a quality assurance framework for initial teacher preparation programmes’. International Journal of Management in Education, 3(3/4), 302–314.
Clare, L., & Aschbacher, P. R. (2001). Exploring the Technical Quality of Using Assignment and Student Work as Indicators of Classroom Practice. Educational Assessment, 7(1), 39-59.
Clayton, C. (2013). Understanding current reforms to evaluate teachers: A literature review on teacher evaluation across the career span. New York: Pace University.
Danielson, C. (2001). New Trends in Teacher Evaluation. Evaluation In Educational Leadership, 58(5), 12-15.
Danielson, C., & Mc Macgrut, T. L. (2000). Teacher Evaluation: To Enhance Professional Practice. Alexandria. VA: Association for Supervision and Curriculum Development & Princeton, NJ: Educational Testing Service.
Deissinger, T., & Hellwig, S. (2012). Structures and functions of Competency-based Education and Training (CBET): a comparative perspective. University of Konstanz.
Greaney, V., & Kellaghan, T. (2008). Assessing National Achievement Levels in Education. Washington, DC: The World Bank.
Haunstein P. (2000). Competency modeling. Approaches and strategies. Permanent J serial online. Available from: WWW.csae.com/client/csae.pdf.
Hsieh, F-J., Ling, P-J., Chao, G., Wang, T-Y. (2013). Preparing teachers of mathematics in Chinese Taipei. In Schwille, J., Ingvarson, L., & Holdgreve-Resendez, R. (Eds.), TEDS-M Encyclopaedia: A guide to teacher education context, structure, and quality assurance in 17 countries (pp. 71–85). Amsterdam, Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
IEA. (2011). TIMSS 2011 International Results in Mathematics. USA: Boston College.
IEA. (2015). TIMSS 2015 International Results in Mathematics. USA: Boston College.
IEA. (2019). TIMSS 2019 International Results in Mathematics. USA: Boston College.
Jiayi, W., Ling, C. (2012). Reviewing Teacher Evaluation of Rewards and Punishments: The Overview of Chinese Teacher Evaluation Research, Education Research International, 2012, 1-16.
Kane, T., J. Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631.
Kim, H., & Joo, Y. (2014). A discriminant analysis of the effect of teacher evaluation system for professional development and performance appraisal system on rating of performance-based pay system. The Journal of Korean Teacher Education, 31(3), 59–80.
Kimball, S. M., & Milanowski, A. (2009). Examining Teacher Evaluation Validity and Leadership Decision Making Within a Standards- Based Evaluation System. Educational Administration Quarterly, 45(1), 1-8.
Mangiante, E. S. (2011). Teachers Matter: Measures of Teacher Effectiveness in Low-Income Minority Schools. Educational Assessment Evaluation and Accountability, 23(1), 41-63.
Miao, R., & Xiaolei, Z. (2010). From teacher education technology capability assessment to senior teacher certification. China Educational Technology. 10, 11–15.
Ministry of Education (2007). Key points for conducting evaluations of teacher education at universities. Taipei City, Chinese Taipei.
Morris, J., & Patterson, R. (2013). Around the world. The evolution of teaching as a profession. Wellington, New Zealand: The New Zealand Initiative.
Organisation for Economic Co-operation and Development. (2002). Definition and selection of competencies (DeSeCo): Theoretical and conceptual foundations. Paris: OECD.
Organisation for Economic Co-operation and Development. (2011). Strong performers and successful reformers: Lessons from Pisa for the United States. Paris: OECD.
Perrenoud, P. (2013). Desenvolver competências ou ensinar saberes? An escola que prepara para a vida [Developing competencies or teaching knowledge? The school that prepares for life] (L. S. Pereira, Trans). Porto Alegre, RS: Editora Penso.
Philpot, A. (2002). Leadership competency models. http://www.longwoods.com.
Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 7(3), 192–202.
Schwille, J., Ingvarson,. L. & Holdgreve-Resendez, R. (2013). TEDS-M Encyclopaedia: A guide to teacher education context, structure, and quality assurance in 17 countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York, Wiley.
Sullivan, R., McIntosh, N. (1996). The competency-based Approach to Training. Canada: DDI.
Sun, Y. & Cheng, L. (2014) Teachers’ grading practices: meaning and values assigned, Assessment in Education: Principles, Policy & Practice, 21(3), 326-343.
Tajima, S. (2002). Innovative approaches to human resource development in selected countries in Asia and the Pacific. Human resources development in agriculture. Report of the APO Study Meeting on Human Resource Development in Agriculture held in the Republic of China, pp 17-31
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. Paper commissioned for the National Academy of Education project on evaluation of teacher education programs: Toward a Framework for Innovation. Presented at a workshop in Washington DC, February 25, 2013. Retrieved June 12, 2014 from http://www.naeducation.org/xpedio/groups/naedsite/documents/webpage/naed_085999.pdf
Tucker, M. S., & Darling-Hammond, L. (2012). Surpassing Shanghai: An Agenda for American Education Built on the World''s Leading Systems. Harvard Education Press. Cambridge Massachussets.
Tuytens, M., & Devos, G. (2011). Stimulating Professional Learning Through Teacher Evaluation: An Impossible Task for the School Leader? Teaching and Teacher Education, 27(5), 891-899.
Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–66). Kirkland: Hogrefe & Huber Publishers.
Wilcox, Y. (2012). An Initial Study to Develop Instruments and Validate the Essential Competencies for Program Evaluators(Ecpe): A Dissertation submitted to the faculty of the graduate school of the University of Minnesota. pp. 1-149
Wong, K.Y., Lim-Teo, S.K, Lee, N.H., Boey, K. L., Koh, C., Dindyl, J., Teo, K.M., & Cheng, L.P. (2013). Preparing teachers of mathematics Singapore. In J. Schwille, L. Ingvarson, and R. HoldgreveResendez (Eds.), TEDS-M Encyclopaedia: A guide to teacher education context, structure, and quality assurance in 17 countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Yesbeck, D. M. (2011). Grading practices: Teachers’ considerations of academic and non-academic factors (Unpublished doctoral dissertation). Virginia Commonwealth University, Richmond, Virginia.