[1] Aga, F. J. (2024). Teachers’ doing action research, learning and changing: Claims and practicality. i.e.: Inquiry in Education, 16(1), Article 2. Retrieved from: https://digitalcommons.nl.edu/ie/vol16/iss1/2
[2] Abakah, E. (2023). Teacher learning from continuing professional development participation: A sociocultural perspective. International Journal of Educational Research Open, 4, Article 100242. https://doi.org/10.1016/j.ijedro.2023.100242
[3] Brown, C., White, R. & Kelly, A. (2023). Teachers as educational change agents: what do we currently know? Findings from a systematic review. Emerald Open Research, 1(3). https://doi.org/10.1108/EOR 03-2023-0012
[4] Canaran, Ö. (2023). Teacher educators’ professional development through online peer-coaching. International Journal of Curriculum and Instruction, 15(2), 892-911. Retrieved from https:// ijci.net/index.php/IJCI/article/view/1240/623
[5] Cleary, T. J., Kitsantas, A., Peters-Burton, E., Lui, A., McLeod, K., Slemp, J. & Zhang, X. (2022). Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, Article 103619. https:// doi.org/10.1016/j.tate.2021.103619
[6] Cheng, M. M. H. & Li, D.D. Y (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching- International Research and Pedagogy, 46(1), 55-70, https://doi. org/10.1080/02607476.2019.1708627
[7] Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
[8] Ding, F., Yuan, R. & Curtis, F. (2022). University English teachers’ professional development through academic visits: Using identity as a theoretical lens. Australian Journal of Teacher Education, 47(3), Article 1. https://doi.org/10.14221/ajte.2022 v47n3.1
[9] Eun, B. (2018). Adopting a stance: Bandura and Vygotsky on professional development. Research in Education, 105(1), 1–15. https://doi. org/10.1177/0034523718793431
[10] Evans, L. (2014). Leadership for professional development and learning: Enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179-198. https://doi. org/10.1080/0305764X.2013.860083
[11] Fabriz, S., Hansen, M., Heckmann, C., Mordel, J., Mendzheritskaya, J., Stehle, S., Schulze-Vorberg, L., Ulrich, I. & Horz, H. (2020). How a professional development programme for university teachers impacts their teaching-related self-efficacy, self concept, and subjective knowledge. Higher Education Research and Development 40(4), 738 752. https://doi.org/10.1080/07294360.2020.1787 957.
[12] Fullan, M. & Hargreaves, A. (1992). Understanding Teacher Development. Teachers College Press.
[13] Galaczi, E., Ney, A., Poulter, M. & Allen, H. (2018). Cambridge assessment English perspectives: Teacher professional development. Cambridge Assessment English.
[14] Girvan, C., Conneely, C. & Tangney, B. (2016). Extending experiential learning in teacher PD. Teaching and Teacher Education: An International Journal of Research and Studies, 58(1), 129-139. https://doi. org/10.1016/j.tate.2016.04.009
[15] Husu, J. & Clandinin, D. J. (2019). Opening possibilities for research in teacher educators’ learning. In J. Mena, A. García-Valcárcel & F. J. García-Peñalvo (Eds.), Teachers’ professional development in global contexts: Insights from teacher education (pp. 3-141). BRILL.
[16] Karimi, M. N. & Nazari, M. (2021). Growth in language teachers’ understanding of differentiated instruction: A sociocultural theory perspective, Journal of Education for Teaching- International Research and Pedagogy, 47(3), 322-336, https:// doi.org/10.1080/02607476.2021.1884973
[17] Ke, Z., Yin, H. & Huang, S. (2019). Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies? Teachers and Teaching, 25(7), 821–836. https://doi.org/10.1080/13540602.2019.1662777
[18] Krulatz, A., Christison, M., Lorenz, E. & Sevinç, Y. (2022). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism, 21(2), 711–727. https://doi.org/1 0.1080/14790718.2022.2107648
[19] Li, Y. (2019). Constant self-initiated teacher change, factors, and mechanism: A narrative inquiry. Cogent Education, 6, Article1588089. https://doi. org/10.1080/2331186X.2019.1588089
[20] Liang, X., Collins, L. J., Lenhart, L. & Ressa, V. (2020). Instructional change following formative instructional practices professional development. Teacher Development, 24(1), 108–125. https://doi. org/10.1080/13664530.2019.1705886
[21] Lindqvist, M. H., Mozeliu, P. & Jaldemark, J. (2024). Developing a support model for hybrid work integrated continuous professional development. Discover Education, 3, Article 62. https://doi. org/10.1007/s44217-024-00147-1
[22] Maharjan, B., Sunar, P., Dahal, N., Pant, B. & Manandhar, N. (2025). Connecting the dots: Teachers’ reflective practices for developing self efficacy, emancipation, and empowerment. Journal of Interdisciplinary Studies in Education. 14(2), 66-89. https://doi.org/10.32674/dyp4kv17
[23] Merchie, E., Tuytens, M., Devos, G. & Vanderlinde, R. (2016). Evaluating teachers’ professional development initiatives: Towards an extended evaluative framework. Research Papers in Education, 33(2), 143–168. https://doi.org/10.108 0/02671522.2016.1271003
[24] Mohammadi, M. & Moradi, K. (2017). Exploring change in EFL teachers’ perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22-42. https://doi. org/10.1515/jtes-2017-0002
[25] Nazari, M. & Xodabande, I. (2020). L2 teachers’ mobile-related beliefs and practices: Contributions of a professional development initiative. Computer Assisted Language Learning, 35(7), 1354-1383. https://doi.org/10.1080/09588221.2020.1799825
[26] Ng, C. & Leicht, A. (2019). “Struggles as engagement” in teacher change: a longitudinal case study of a reading teacher’s changing practices. Teachers and Teaching, 25(4), 453–468. https://doi.org/10.1080/ 13540602.2019.1625764
[27] Parkhouse, H., Lyn, R., Severson-Irby, E., Drulis, E., Senechal, J. & Lozada, F. (2023). Mapping how teachers become culturally responsive. Journal of Teacher Education, 74(4), 383-397. https://doi. org/10.1177/00224871231168076
[28] Penner-Williams, J., Diaz, E. I. & Worthen, D. G. (2019). Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices. Teaching and Teacher Education, 86(3), 1-133. https://doi.org/10.1016/j.tate.2019.102891
[29] Phuong, T. T. & Mclean, G. (2016). The experiences of Vietnamese university faculty in relation to their faculty development. Asia Pacific Education Review, 17(4), 599-608. https://doi.org/10.1007/ s12564-016-9454-5
[30] Prabjandee, D. & Fang, F. G. (2022). ‘I was like, just wow!’: Insights from Global Englishes teacher professional development. Asian Englishes, 24(3), 294-311. https://doi.org/10.1080/13488678.2021.1 989546
[31] Saberi, L. & Amiri, F. (2016). A qualitative study of Iranian EFL university teachers’ attitude towards professional development. Journal of Language Teaching and Research, 7(3), 591-598. https://doi. org/10.17507/jltr.0703.22
[32] Sansom, D. W. (2020). Investigating processes of change in beliefs and practice following professional development: Multiple change models among in-service teachers in China. Professional Development in Education, 46(3), 467-481. https:// doi.org/10.1080/19415257.2019.1634625
[33] Sedova, K., Sedlacek, M. & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education: An International Journal of Research and Studies, 57(1), 14-25. https://doi. org/10.1016/j.tate.2016.03.005
[34] Shen, B. & Bai, B. (2019). Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China. Journal of Education for Teaching: International Research and Pedagogy, 45(4), 476–480. https://doi.org/10.1080/02607476 .2019.1639265
[35] Sipman, G., Martens, R., Thölke, J. & McKenney, S. (2021). Professional development focused on intuition can enhance teacher pedagogical tact. Teaching and Teacher Education, 106 (4), Article 103442.
[36] Thwe, W.P. & Kálmán, A (2024). Lifelong learning in the educational Setting: A systematic literature review. Asia-Pacific Edu Res, 33, 407–417. https:// doi.org/10.1007/s40299-023-00738-w
[37] Valiandes, S. & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: Investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123-138. https://doi.or g/10.1080/13664530.2017.1338196
[38] Vansteelandt, I., Mol, S. E., Vanderlinde, R., Lerkkanen, M. K. & Van Keer, H. (2020). In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education, 96, Article 103154. https://doi.org/10.1016/j.tate.2020.103154
[39] Von Suchodoletz, A., Jamil, F. M., Larsen, R. A. A. A. & Hamre, B. K. (2018). Personal and contextual factors associated with growth in preschool teachers’ self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278–289. https://doi. org/10.1016/j.tate.2018.07.009
[40] Wolf, S. & Peele, M. E. (2019). Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching and Teacher Education, 86, Article 102873. https://doi.org/10.1016/j. tate.2019.07.003
[41] Wyatt, M. & Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
[42] Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching- International Research and Pedagogy, 47(2), 293-295. https:// doi.org/10.1080/02607476.2021.1885972
[43] Zhou, H. & Tu, C. C. (2021). Influential factors of university teachers’ lifelong learning in professional development. Australian Journal of Adult Learning, 61(2), 267-297. Retrieved from https://files.eric.ed.gov/fulltext/EJ1315930.pdf
[44] Zonoubi, R., Rasekh, A. E. & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1–12. https:// doi.org/10.1016/j.system.2017.03.003