References
- Basma, B., & Savage, R. (2018). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. Retrieved from https://doi.org/10.1007/s10648-017-9416-410.1007/s10648-017-9416-4
- Campbell, C. (2019). Perspectives and evidence on effective CPD from Canada. In Shutt, C., & Harrison, S. (Eds), Teacher CPD: International trends, opportunities and challenges (pp. 68–74). London: Chartered College of Teaching. Retrieved from https://chartered.college/international-teacher-cpd-report/
- Cordingley, P. (2019). Collaborative engagement in and with research: A central part of the CPD landscape. In Shutt, C., & Harrison, S. (Eds), Teacher CPD: International trends, opportunities and challenges (pp. 138–143). London: Chartered College of Teaching. Retrieved from https://chartered.college/international-teacher-cpd-report/
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto: Learning Policy Institute.10.54300/122.311
- Dromantienė, L., Indrašienė, V., Merfeldaitė, O., & Prakapas, R. (2013). Teachers’ professional development: The case of Lithuania. Ελιστημoυική Επετηρί δα του Παιδαγωγικού Tμήματoς Nηπιαγωγώv της Σχoλής Επιστημώv Aγωγής του Παvεπιστημί ου Iωαvvίvωv [Journal of Research in Education and Training], 6, 202–215. Retrieved from https://doi.org/10.12681/jret.76010.12681/jret.760
- Estonian Ministry of Education and Research (n.d). The Estonian Teacher Education Strategy for 2009–2013. Retrieved from www.hm.ee/index.php?0&popup=download&id=10278
- Fletcher-Wood, H., & Zuccollo, J. (2020). The effects of high-quality professional development on teachers and students. Retrieved from https://epi.org.uk/publications-and-research/effects-high-quality-professional-development/
- Guskey, Th. R. (2009). Closing the knowledge gap on effective professional development. Educational Horizons, 87(4), 224–233. Retrieved from https://eric.ed.gov/?id=EJ849021
- Guskey, Th. R., & Sparks, D. (2002). Linking professional development to improvements in student learning. Paper presented at the Annual Meeting of the American Educational Research Association. Retrieved from https://eric.ed.gov/?id=ED464112
- Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30, 466–479. Retrieved from https://doi.org/10.1016/j.econedurev.2010.12.00610.1016/j.econedurev.2010.12.006
- Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
- Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.
- Harrison, C., Hofstein, A., Eylon, B., & Simon, S. (2006). Evidence based professional development of science teachers in two countries. International Journal of Science Education, 30(5), 577–591. Retrieved from https://doi.org/10.1080/0950069070185483210.1080/09500690701854832
- Iliško, D., Ignatjeva, S., & Mičule, I. (2010). Teachers as researchers: Bringing teachers’ voice to the educational landscape. Journal of Teacher Education for Sustainability, 12(1), 51–65. Retrieved from https://doi.org/10.2478/v10099-009-0046-x10.2478/v10099-009-0046-x
- Jensen, B., Sonnemann, J., Roberts-Hull, K., & Hunter, A. (2016). Beyond PD: Teacher professional learning in high-performing systems. Washington, DC: National Center on Education and the Economy. Retrieved from https://www.ncee.org/wp-content/uploads/2015/08/BeyondPDWeb.pdf
- Li, Y., & Dervin, F. (2018). Continuing professional development of teachers in Finland. Cham: Palgrave Macmillan.10.1007/978-3-319-95795-1
- Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45. Retrieved from https://doi.org/10.5937/ijcrsee1802033M10.5937/ijcrsee1802033M
- Mayer, R. E. (2017). How can brain research inform academic learning and instruction? Educational Psychology Review, 29(4), 835–846. Retrieved from https://doi.org/10.1007/s10648-016-9391-110.1007/s10648-016-9391-1
- Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 22(1), 98–110.10.2478/jtes-2020-0008
- OECD (2018). Teaching and learning international survey (TALIS): Teacher questionnaire. Retrieved from http://www.oecd.org/education/school/TALIS-2018-MS-Teacher-Questionnaire-ENG.pdf
- OECD (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. TALIS, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/19cf08df-en10.1787/19cf08df-en
- Postholm, M. P. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405–429. Retrieved from https://doi.org/10.1080/00131881.2012.73472510.1080/00131881.2012.734725
- Postholm, M. P. (2016). Collaboration between teacher educators and schools to enhance development. European Journal of Teacher Education, 39(4), 452–470. Retrieved from https://doi.org/10.1080/02619768.2016.122571710.1080/02619768.2016.1225717
- Salīte, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5–16.10.2478/v10099-009-0021-6
- Salīte, I., Drelinga, E., Iliško, D., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152.10.1515/jtes-2016-0020
- Sarv, E. S. (2014). A status paper on school teacher training in Estonia. Journal of International Forum of Educational Research, 1(2), 106–158.
- Silova, I., Moyer, A., Webster, C., & McAllister, S. (2010). Re-conceptualizing professional development of teacher educators in post-Soviet Latvia. Professional Development in Education, 36(1–2), 357–371. Retrieved from https://doi.org/10.1080/1941525090345759610.1080/19415250903457596
- Sims, S., & Fletcher-Wood, H. (2020). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 1–17. Retrieved from https://doi.org/10.1080/09243453.2020.177284110.1080/09243453.2020.1772841
- Sumaryanta, Mardapi, S., Sugiman, & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48–66.10.2478/jtes-2019-0004
- Thurlings, M. C. G., & den Brok, P. J. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554–576. Retrieved from https://doi.org/10.1080/00131911.2017.128122610.1080/00131911.2017.1281226
- Tonga, F. E., Eryiğit, S., Yalçın, F. A., & Erden, F. T. (2019). Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore, and China. Professional Development in Education, 1–18. Retrieved from https://doi.org/10.1080/19415257.2019.168952110.1080/19415257.2019.1689521
- UNESCO (2015). Education 2030. Incheon declaration and framework for action. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245656
- UNESCO (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247444
- UNESCO (2020). Towards inclusion in education: Status, trends, and challenges. The UNESCO Salamanca Statement 25 years on. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374246
- UNESCO International Bureau of Education (2015). Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living. Discussion paper presented at the World Education Forum, Incheon, Republic of Korea, 19–22 May 2015. Geneva: UNESCO-IBE. Retrieved from https://www.gcedclearinghouse.org/resources/repositioning-and-reconceptualizing-curriculum-effective-realization-sustainable
- UNESCO International Commission on the Futures of Education (2020). Education in a post-COVID world: Nine ideas for public action. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi
- United Nations (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/2030agenda
- United Nations (2020). Policy brief: Education during COVID-19 and beyond. Retrieved from https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
- Valuckienė, J., Balčiūnas, S., Katiliūtė, E., Simonaitienė, B., & Stanikūnienė, B. (2015). Lyderyst” mokymuisi: teorija ir praktika mokyklos kaitai [Leadership for learning: Theory and practice for school change]. Šiauliai: Titnagas.
- Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris: International Institute for Educational Planning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000133010
- Volkinsteine, J., & Namsone, D. (2016). Latvian science teacher experience in learning team for Improvement of Inquiry Teaching Practice. In Proceedings of ICERI 2016 Conference (pp. 3911–3920). Retrieved from https://www.siic.lu.lv/fileadmin/user_upload/lu_portal/projekti/siic/Publikacijas/VPP_publikacijas/2_Science_Teacher_Experience_in_Learning_Team_for_Improvement_of_Inquiry_Teaching_Practice.pdf10.21125/iceri.2016.1918
- Wells, M. (2013). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488–504. Retrieved from https://doi.org/10.1080/19415257.2013.83869110.1080/19415257.2013.838691
- Weston, D., & Hindley, B. (2019). Professional development: Evidence of what works. In Shutt, C., & Harrison, S. (Eds), Teacher CPD: International trends, opportunities and challenges (pp. 60–67). London, Chartered College of Teaching. Retrieved from https://chartered.college/international-teacher-cpd-report/
- Želvys, R., Jakaitienė, A., & Stumbrienė, D. (2017). Moving towards different educational models of the welfare state: Comparing the education systems of the Baltic countries. Filosofija. Sociologija [Philosophy. Sociology], 28(2), 139–150. Retrieved from http://mokslozurnalai.lmaleidykla.lt/filosofijasociologija/2017/2/7395