References
- Geršicová, Z., & Barnová, S. (2018). Personal and social training as a part of class teachers’ lifelong learning. Acta Educationis Generalis, 8(2), 24-39. https://doi.org/10.2478/atd-2018-0009
- Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 80(134), 136-138.
- Hammernes, K., Darling-Hammond, L., & Shulman, L. (2002). Towards expert thinking: How case writing contributes to the development of theory-based professional knowledge in student-teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
- K. Nagy, E. (2012). Több mint csoportmunka. Budapest: Nemzeti Tankönyvkiadó.
- K. Nagy, E. (2015). KIP Könyv I-II. Miskolc: Miskolci Egyetemi Kiadó.
- Merseth, K. K., & Koppich, J. (2000). Teacher education at the University of Virginia: a sudy of English and mathematics preparation. In L. Darling-Hammond (Ed.), Studies of Excellence in Teacher Education: Preparation in a Five-Year Program (pp. 49-81). Washington, DC: American Association of Colleges for Teachers Education Publications.
- National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press.
- Perkes, V. A. (1967). Junior High School Teacher Preparation, Teaching Behaviors, and Student Achievement. Ann Arbor, MI: University Microfilms.
- Peterson, P. L., & Clark, C. M. (1978). Teachers’ reports of their cognitive processes during teaching. American Educational Research journal, 15, 555-565.
- Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education policy Analysis Archives, 10(12), 1-30.
- Zumwalt, K. (1989). The need for curricular vision. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher (pp. 173-185). New York: Pergamon Press.