Ananin, D., & Lovakov, A. (2022). Teacher education research in the global dimension: Bibliometric perspective. Teaching and Teacher Education, 118, 103801. https:// doi.org /10.1016 /J. TATE.2022.103801
Asih, R., Alonzo, D., & Loughland, T. (2022). The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region. Teaching and Teacher Education, 118, 103824. https://doi.org/10.1016/J.TATE.2022.103824
Ateskan, A., & Lane, J. F. (2018). Assessing teachers’ systems thinking skills during a professional development program in Turkey. Journal of Cleaner Production, 172, 4348–4356. https://doi.org/10.1016/J.JCLEPRO.2017.05.094
Bardone, E., Raudsep, A., & Eradze, M. (2022). From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19. Teaching and Teacher Education, 115. https://doi.org/10.1016 /J.TATE.2022.103723
Ceallaigh, T. J. Ó. (2022). Designing, navigating and nurturing virtual learning spaces: Teacher educators’ professional development priorities and potential pathways. Teaching and Teacher Education, 115. https://d oi.org/ 10.1016/ J.TATE. 2022 .103697
Chaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers’ TPACK development. Computers and Education: Artificial Intelligence, 3. https://doi.o rg/10.101 6 /J .CAEAI.2022.100064
Cheng, X., & Wu, L. ying. (2016). The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education, 58, 54–67. https://doi.org/10.1016/J.TATE.2016.04.008
Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70. https://doi.org/10.1016/J.STUEDUC.2021.101051
Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2022). Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning. Journal of Development Economics, 155. https://doi.org/10.1016/J.JDEVECO.2021.102815
Compen, B., De Witte, K., & Schelfhout, W. (2019). The role of teacher professional development in financial literacy education: A systematic literature review. Educational Research Review, 26, 16–31. https://doi.org/10.1016/J.EDUREV.2018.12.001
Dille, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105. https://doi.org/ 10.1016 /J.TATE.2021.103431
Dubeck, M. M., Jukes, M. C. H., Brooker, S. J., Drake, T. L., & Inyega, H. N. (2015). Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya. International Journal of Educational Development, 41, 88–96. https://doi .org/ 10.10 16/ J.IJEDUDEV.2014.11.022
Gallo-Fox, J., & Scantlebury, K. (2016). Coteaching as professional development for cooperating teachers. Teaching and Teacher Education, 60, 191–202. https://doi.org/10.1016 /J.TATE.2016 .08.007
Gao, Q. (2021). Professional development and ICT literacy of college teachers based on FPGA and image target recognition education. Microprocessors and Microsystems, 80. https://doi. org/10.1016/J.MICPRO.2020.103349
Golombek, P., Olszewska, A. I., & Coady, M. (2022). Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings. Teaching and Teacher Education, 113. https://doi.org/10.1016/J.TATE.2022.103655
Guise, M., Hegg, S., & Robbins, A. (2021). Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice. Teaching and Teacher Education, 100. https://doi.org/10.1016/J.TATE.2021.103278
Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100. https://doi.org/10.1016/J.TATE.2021.103286
Hernández-Torrano, D., Karabassova, L., Izekenova, Z., & Courtney, M. G. R. (2021). Mapping education research in post-Soviet countries: A bibliometric analysis. International Journal of Educational Development, 87, 102502. https://doi.org/10 .1016/J .IJEDUDEV.2021.102502
Hilliker, S. M., & Loranc, B. (2022). Development of 21st century skills through virtual exchange. Teaching and Teacher Education, 112. https://doi.org/10.1016/J.TATE.2022.103646
Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia - Social and Behavioral Sciences, 2(2), 990–995. https://doi .org/ 10.1016 /J. SBSPRO.2010.03.139
Howard, N. J. (2021). Barriers and drivers in online micro-course professional development: Navigating issues of teacher identity and agency. Teaching and Teacher Education, 105. https://doi.org/10 .1016/J.TATE.2021.103397
Huang, B., Siu-Yung Jong, M., Tu, Y.-F., Hwang, G.-J., Chai, C. S., & Yi-Chao Jiang, M. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education, 189, 104577. https://doi.org /10.1016 /J.COMPEDU .2022.104577
Iftikhar, S., Fu, Y., Naureen, S., Cao, Y., & Zhou, C. (2022). Cascading of teachers training at higher education in Pakistan: An evaluation of a faculty professional development program. Evaluation and Program Planning, 94, 102130. https://doi.org /10.1016/J.EVALPROGPLAN.2022.102130
Jin, X., Tigelaar, D., van der Want, A., & Admiraal, W. (2022). Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education. Teaching and Teacher Education, 112. https:/ /doi .org/10.1016/J.TATE.2022.103652
König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, 100453. https://doi.org/10.1016/J.EDUREV.2022.100453
Kosko, K. W., Heisler, J., & Gandolfi, E. (2022). Using 360-degree video to explore teachers’ professional noticing. Computers and Education, 180. https://doi.org /10 .1016 /J. COMPEDU .2022 .104443
Lecat, A., Raemdonck, I., Beausaert, S., & März, V. (2019). The what and why of primary and secondary school teachers’ informal learning activities. International Journal of Educational Research, 96, 100–110. https://doi.org/ 10.1016/J. IJER. 2019 .06.003
Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education, 88, 102954. https://doi.org/10.1016/J.TATE.2019.102954
Liu, A., Liu, N., & Wang, A. (2022). Why can’t rural schools retain young teachers? An analysis of the professional development of rural school teachers in China:Taking teachers in rural western China. Social Sciences & Humanities Open, 5(1), 100238. https://doi.org/10.1016/J.SSAHO.2021.100238
Matzat, U. (2013). Do blended virtual learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers and Education, 60(1), 40–51. https://doi.org/10.1016 /J.COMPEDU .2012.08.006
Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers and Education, 186. https://doi.org/ 10.1016/ J.COMPEDU.2022.104530
Murdayanti, Y., & Khan, M. N. A. A. (2021). The development of internet financial reporting publications: A concise of bibliometric analysis. Heliyon, 7(12). https://doi.org/ 10.1016/ J.HELIYON .2021.E08551
Nelimarkka, M., Leinonen, T., Durall, E., & Dean, P. (2021). Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community. Computers and Education, 173. https://doi.org/ 10.1016 /J.COMPEDU.2021.104269
Ni, Y., Shi, L., Cheung, A., Chen, G., Ng, O. L., & Cai, J. (2021). Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools. International Journal of Educational Research, 107. https://doi .org/10.1016/J.IJER.2021.101758
Noben, I., Deinum, J. F., Douwes-van Ark, I. M. E., & Hofman, W. H. A. (2021). How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions? Studies in Educational Evaluation, 68. https://doi.org /10.1016/J. STUEDUC. 2020. 100966
Oddone, K. (2022). The nature of teachers’ professional learning through a personal learning network: Individual, social and digitally connected. Teaching and Teacher Education: Leadership and Professional Development, 1, 100001. https:// doi.org/10.1016/J .TATELP.2022.100001
Onrubia, J., Roca, B., & Minguela, M. (2022). Assisting teacher collaborative discourse in professional development: An analysis of a facilitator’s discourse strategies. Teaching and Teacher Education, 113. https://doi.org/10.1016/J.TATE.2022.103667
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation : The missing link between professional development and practice. Teaching and Teacher Education, 92. https://doi .org/10.1016/J. TATE.2020.103064
Patahuddin, S. M., Rokhmah, S., Caffery, J., & Gunawardena, M. (2022). Professional development through social media: A comparative study on male and female teachers’ use of Facebook Groups. Teaching and Teacher Education, 114, 103700. https:// doi.org/10.1016/J.TATE.2022.103700
Polo, N., & Lã, F. M. B. (2021). Self-Perceived Voice Handicap During COVID19 Compulsory Facemask Use: A Comparative Study Between Portuguese and Spanish Speakers. Journal of Voice. https://doi.org/10.1016/J.JVOICE.2021.08.003
Pusmaz, A., & Ozdemir, A. S. (2012). The Effect of Web-based Professional Development Study to Mathematics Teachers’ Problem Solving Strategies. Procedia - Social and Behavioral Sciences, 46, 1380–1384. https://doi.org /10.1016/ J.SBSPRO .2012.05.306
Rees, C., Murphy, C., Kaur, R. D., & Brown, A. (2022). Inquiring together: A pre-participation phase for a coteaching clinical practice model in teacher education. Teaching and Teacher Education, 117, 103814. https://doi.org/ 10.1016/J.TATE .2022.103814
Rich, P. J., Mason, S. L., & O’Leary, J. (2021). Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking. Computers and Education, 168. https://doi.org /10.1016 /J.COMPEDU.2021 .104196
Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29(1), 122–131. https://doi.org/ 10.1016/J.TATE.2012.09.002
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118. https://doi.org /10.1016 /J.CHB .2020. 106636
Rustad, M., & Andersen, R. (2022). Using Minecraft as an educational tool for supporting collaboration as a 21st century skill. Computers and Education Open, 100094. https://doi.org/10 .1016/J.CAEO.2022.100094
Sadeghi, K., & Richards, J. C. (2021). Professional Development Among English Language Teachers: Challenges And Recommendations For Practice. Heliyon, 7(9). https://doi.org /10 .1016/J.HELIYON.2021.E08053
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101. https://doi.org/10.1016/J.TATE.2021.103305
Scanlon, D., MacPhail, A., & Calderón, A. (2022). A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in “becoming different.” Teaching and Teacher Education, 115. https://doi.org/10.1016/J.TATE.2022.103730
Simpson, A., Rosenberg, M., Ward, B., Thornton, A. L., Derbyshire, A., & Jackson, B. (2022). Primary school teacher outcomes from online professional development for physical literacy: A randomised controlled trial. Psychology of Sport and Exercise, 61. https://doi.org/10.1016/J.PSYCHSPORT.2022.102199
Slakmon, B. (2022). Effects of dialogic education on sensemaking: Changes in teachers’ narrative structure. Teaching and Teacher Education, 115. https://doi.org/10.1016/J.TATE.2022.103748
Soodmand Afshar, H., & Doosti, M. (2022). Implementing and evaluating a peer-coached EFL teacher professional development program. Evaluation and Program Planning, 92. https://doi.org/ 10.1016/J.EVALPROGPLAN.2022.102096
Sum, R. K. W., Wallhead, T., Wang, F.-J., Choi, S.-M., Li, M.-H., & Liu, Y. (2022). Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity. Revista de Psicodidáctica (English Ed.). https://doi.org/10 .1016/ J.PSICOE .2022.05.003
Tang, H. (2021). Teaching teachers to use technology through massive open online course: Perspectives of interaction equivalency. Computers and Education, 174. https://doi.org/ 10 .1016/J .COMPEDU.2021.104307
Tytler, R., Symington, D., Darby, L., Malcolm, C., & Kirkwood, V. (2011). Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics. Teaching and Teacher Education, 27(5), 871–879. https://doi.org/10.1016/J.TATE.2011.02.002
Ung, L. L., Labadin, J., & Mohamad, F. S. (2022). Computational thinking for teachers: Development of a localised E-learning system. Computers and Education, 177. https://doi .org/ 10. 1016/J.COMPEDU.2021.104379
Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J., Häkkinen, P., Järvelä, S., Mäkitalo, K., & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116. https://doi.org /10.1016/ J.CHB.2020.106643
Wildeman, E., Koopman, M., & Beijaard, D. (2022). Fostering subject teachers’ integrated language teaching in technical vocational education: Results of a professional development program. Teaching and Teacher Education, 112. https://doi.org /10.1016/J.TATE.2021.103626
Yoon, I., & Kim, M. (2022). Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teaching and Teacher Education, 109. https:/ /doi .org/10.1016/J.TATE.2021.103565
Zeng, L. M. (2020). Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review, 31. https://doi. org/ 10.1016/J .EDUREV.2020.100333
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109. https:/ /doi .org/10.1016/J.TATE.2021.103544
)
