References
- Bayrakc, M. (2009). In-service teacher training in Japan and Turkey: A comparative analysis of institutions and practices. Australian Journal of Teacher Education, 34(1), 10–23.
- Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia- Pacific Education Researcher, 20(3), 595–603.
- Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research (2nd ed.). Upper Saddle River, NJ: Merrill/Pearson Education.
- Fok, S. C., Chan, K. W., Sin, K. F., Ng, A. H., & Yeung, A. S. (2005). In-service teacher training needs in Hong Kong. Annual Meeting of the Australian Association for Research in Education. Sydney, Australia.
- Fraser, C., Kennedy, A., Reid, L., & McKinney, S. (2007). Teachersí continuing professional development: Contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153–169.
- Friedman, A., & Philips, M. (2004). Continuing professional development: Developing a vision. Journal of Education and Work, 17(3), 361–376.10.1080/1363908042000267432
- Kabadayi, A. (2016). A suggested in-service training model based on Turkish preschool teachersí conceptions for sustainable development. Journal of Teacher Education for Sustainability, 18(1), 5–15. doi: 10.1515/jtes-2016-0001
- Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.
- Ministry of Education, China (2012a). Professional Standards for Primary School Teachers. China. Retrieved January 1, 2014, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s6991/201212/xxgk_145603.html
- Ministry of Education, China (2012b). Professional Standards for Secondary School Teachers. China. Retrieved January 1, 2014, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s6991/201212/xxgk_145603.html
- Ministry of Education (2011). Nurturing active learners and proficient users: 2010 mother tongue review committee report. Retrieved September 1, 2015, from http://www.moe.gov.sg/media/press/files/2011/mtl-review-report-2010.pdf
- Mohammadi, M., & Moradi, K. (2017). Exploring change in EFL teachersí perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22–43. doi: 10.1515/jtes-2017-0002
- Morant, R. W. (1981). In-service education within the school. London: George Allen & Unwin.
- Morrison, J. W., Carlton, P. R., Henk, J. K., & Thornburg, K. R. (2007). Satellitebased distance courses for in-service training, the case of heads up! reading. The Quarterly Review of Distance Education, 8(1), 35–46.
- Pape, S. J., Prosser, S. K., Griffin, C. C., Dana, N. F., Algina, J., & Bae, J. (2015). Prime online: Developing grades 3–5 teachersí content knowledge for teaching mathematics in an online professional development program. Contemporary Issues in Technology and Teacher Education, 15(1), 14–43.
- Pipere, A., Veisson, M., & Salite, I. (2015). Developing research in teacher education for sustainability: UN DESD via the journal of teacher education for sustainability. Journal of Teacher Education for Sustainability, 17(2), 5–43.
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
- Shao, B., & Shao, H. (2013). A Comparison between the ìInternational Chinese Teachers
- Standardsî (2012) and ìInternational Chinese Teacher Standardsî (2007). Journal of Yun Nan Normal University, 11(3), 31–36.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1–23.
- Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625.
- Sowa, P. A. (2009). Understanding our learners and developing reflective practice: Conducting action research with English language learners. Teaching and Teacher Education, 25, 1026–1032.10.1016/j.tate.2009.04.008
- Thompson, B., & Daniel, L. G. (1996). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Educational and Psychological Measurement, 56, 197–208.10.1177/0013164496056002001
- Trickett, S., & Trafton, J. G. (2007). A primer on verbal protocol analysis. In D. Schmorrow, J. Cohn & D. Nicholson (Eds.), Handbook of virtual environment training. Westport, CT: Praeger Security International.
- Whitehouse, P., Breit, L., McCloskey, E., Ketelhut, D. J., & Dede, C. (2006). An overview of current findings from empirical research on online teacher professional develop ment. In C. Dede (Ed.), Online professional development for teachers: Emerging models and methods (pp. 13–30). Cambridge, MA: Harvard ation Press.