References
- Janesick, V. J. (2004). Stretching exercises for qualitative researchers (2nd ed.) Thousand Oaks, CA: Sage.
- Kelchtermans, G., & Vandenberghe, R. (1994). Teachers’ professional development: A biographical perspective. Journal of Curriculum Studies, 26, 45–62.
- Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.
- Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041.
- Kukk. A., & Talts, L. (2007). Teachers’ Self Assessment of their Professional Skills According to the Teachers’ Professional Standards. Journal of Teacher Education for Sustainability, 8, 14–24.
- Le Compte, M. D., & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research. New York: Academic Press.
- Oosterheert, I. E. (2001). How student teachers learn. Groningen: UCLO.
- Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
- Peterson, C., & Seligman, M. E. P. (2003). Character strengths and virtues: A classification and handbook. New York: Oxford University Press/Washington, DC: American Psychological Association.
- Rashidi, N., & Meihami, H. (2017). Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives. Journal of Teacher Education for Sustainability, 19(2), 21–32.
- Raus, R., & Falkenberg, T. (2014). The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher. Journal of Teacher Education for Sustainability, 16(2), 103–124.
- Rodgers, K. B. (2002). Re-framing gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press.
- Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage.
- Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Seligman, M. E. P. (2002). Positivepsychology, positive prevention, and positive therapy. In: C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3–9). Oxford, etc.: Oxford University Press.
- Strauss, A., & Corbin, L. (1990). Basics of Grounded Theory Methods. Beverly Hills, CA.: Sage.
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
- Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resources (3rd ed.). New York: John Wiley & Sons.
- Tickle, L. (1999). Teacher self-appraisal and appraisal of self. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 121–141). Albany, N.Y.: State University of New York Press.