Banerjee, A., Duflo, E., Goldberg, N., Karlan, D., Osei, R., Parienté, W., Shapiro, J., Thuysbaert, B., & Udry, C. (2015). A multifaceted program causes lasting progress for the very poor: Evidence from six countries. Science, 348(6236). https://doi.org/10.1126/science.1260799">https://doi.org/10.1126/science.1260799
Barevičiūtė, J., Dadelo, S., & Asakavičiūtė, V. (2023). The skills of critical thinking, creativity, and communication as tools for overcoming social simulation in the context of sustainability: A case study of students’ self-assessment of the affective domain of learning. Sustainability, 15(14), 10935. https://doi.org/10.3390/su151410935">https://doi.org/10.3390/su151410935
Calarco, J. M. (2014). Coached for the classroom. American Sociological Review, 79(5), 1015–1037. https://doi.org/10.1177/0003122414546931">https://doi.org/10.1177/0003122414546931
Calarco, J. M. (2018). Negotiating opportunities. Oxford Scholarship Online. https://doi.org/10.1093/oso/9780190634438.001.0001">https://doi.org/10.1093/oso/9780190634438.001.0001
Devine, M., Meyers, R., & Houssemand, C. (2013). How can coaching make a positive impact within educational settings? Procedia - Social and Behavioral Sciences, 93, 1382–1389. https://doi.org/10.1016/j.sbspro.2013.10.048">https://doi.org/10.1016/j.sbspro.2013.10.048
Dias, B., Onevetch, R., Santos, J., & Lopes, G. (2022). Competences for Sustainable Development Goals: The challenge in business administration education. Journal of Teacher Education for Sustainability, 24(1) 73–86. https://doi.org/10.2478/jtes-2022-0006">https://doi.org/10.2478/jtes-2022-0006
European Commission Directorate-General for Education and Culture. (2010, April). Improving teacher quality: The EU agenda. https://www.mv.helsinki.fi/home/hmniemi/EN_Improve_Teacher_Quality_eu_agenda_04_2010_EN
European Commission. (2016, June 10). Communication: A new skills agenda for Europe – working together to strengthen human capital, employability and competitiveness. European Sources Online. https://www.europeansources.info/record/communication-a-new-skills-agenda-for-europe-workingtogether-to-strengthen-human-capital-employability-and-competitiveness/
Gavinolla, M., Livina, A., & Swain, S. (2022). State of the research on teacher education and sustainability: A bibliometrics analysis. Journal of Teacher Education for Sustainability, 24(2), 147–165. https://doi.org/10.2478/jtes-2022-0022">https://doi.org/10.2478/jtes-2022-0022
International Coaching Federation. (2016). Global Coaching Study Executive Summary: 2016. [White paper]. https://coachingfederation.org/resource/global-coaching-study-executive-summary-2016/
Jermolajeva, E., & Trusina, I. (2022). Is sustainable development really sustainable – theoretical reflections, statistics and the need for changes. Journal of Teacher Education for Sustainability, 24(2), 166–179. https://doi.org/10.2478/jtes-2022-0023">https://doi.org/10.2478/jtes-2022-0023
Jennings, P., Brown, J., Frank, J., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A., Cham, H., & Greenberg, M. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187">https://doi.org/10.1037/edu0000187
Kasch, J., Bootsma, M., Schutjens, V., Van Dam, F., Kirkels, A., Prins, F., & Rebel, K. (2022). Experiences and perspectives regarding challenge-based learning in online sustainability education. Emerald Open Research, 1(3). https://doi.org/10.1108/eor-03-2023-0016">https://doi.org/10.1108/eor-03-2023-0016
Kivelä, K., Elo, S., Kyngäs, H., & Kääriäinen, M. (2014). The effects of health coaching on adult patients with chronic diseases: A systematic review. Patient Education and Counseling, 97(2), 147–157. https://doi.org/10.1016/j.pec.2014.07.026">https://doi.org/10.1016/j.pec.2014.07.026
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268">https://doi.org/10.3102/0034654318759268
Kravale-Pauliņa, M., Ļivitina, O., Oļehnoviča, E., & Fjodorova, I. (2023). Attractiveness of the workplace environment of educational institutions in the context of sustainable development. Journal of Teacher Education for Sustainability, 25(2), 201–218. https://doi.org/10.2478/jtes-2023-0024">https://doi.org/10.2478/jtes-2023-0024
Lawrence, P., & Whyte, A. (2014). What is coaching supervision and is it important? Coaching: An International Journal of Theory, Research and Practice, 7(1), 39–55. https://doi.org/10.1080/17521882.2013.878370">https://doi.org/10.1080/17521882.2013.878370
Lederer, J. (1939). Loss prevention in non-scheduled Civil Aviation. SAE Technical Paper Series. https://doi.org/10.4271/390143">https://doi.org/10.4271/390143
Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., Lee, J., Romani, P., & Waldron, D. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics, 137(Supplement 2). https://doi.org/10.1542/peds.2015-28510">https://doi.org/10.1542/peds.2015-28510
Meesuk, P., Wongrugsa, A., & Wangkaewhiran, T. (2021). Sustainable teacher professional development through professional learning community: PLC. Journal of Teacher Education for Sustainability, 23(2), 30–44. https://doi.org/10.2478/jtes-2021-0015">https://doi.org/10.2478/jtes-2021-0015
Organisation for Economic Co-operation and Development. (2009). OECD Teaching and Learning International Survey TALIS 2009. https://download.ei-ie.org/Docs/WebDepot/OECD%20TALIS%20Report_EI%20Analysis.pdf
Organisation for Economic Co-operation and Development. (2016, February 22). Teaching excellence through professional learning and policy reform. https://doi.org/10.1787/9789264252059-en">https://doi.org/10.1787/9789264252059-en
Partington, M., & Cushion, C. (2013). An investigation of the practice activities and coaching behaviors of professional top-level youth soccer coaches. Scandinavian Journal of Medicine & Science in Sports, 23(3), 374–382. https://doi.org/10.1111/j.1600-0838.2011.01383.x">https://doi.org/10.1111/j.1600-0838.2011.01383.x
Pipere, A., Kravale-Pauliņa, M., & Oļehnoviča, E. (2022). Present and future of teacher education admission: Perspectives from Europe. Journal of Teacher Education for Sustainability, 24(1), 145–168. https://doi.org/10.2478/jtes-2022-0011">https://doi.org/10.2478/jtes-2022-0011
Potrac, P., Brewer, C., Jones, R., Armour, K., & Hoff, J. (2000). Toward an holistic understanding of the coaching process. Quest, 52(2), 186–199. https://doi.org/10.1080/00336297.2000.10491709">https://doi.org/10.1080/00336297.2000.10491709
Stoszkowski, J., & Collins, D. (2015). Sources, topics and use of knowledge by coaches. Journal of Sports Sciences, 34(9), 794–802. https://doi.org/10.1080/02640414.2015.1072279">https://doi.org/10.1080/02640414.2015.1072279
The Council of the European Union. (2009, November 26). Council conclusions on the professional development of teachers and school leaders. Official Journal of the European Union, C 302, 6–9. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=oj:JOC_2009_302_R_0006_01
United Nations Educational, Scientific and Cultural Organization. (2009). 2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research for Societal Change and Development; communiqué. https://unesdoc.unesco.org/ark:/48223/pf0000183277
United Nations Educational, Scientific and Cultural Organization. (2010). 2010 Education for All global monitoring report: Reaching the marginalized. https://unesdoc.unesco.org/ark:/48223/pf0000187279
Van Der Baan, N., Nuis, W., Beausaert, S., Gijselaers, W., & Gast, I. (2024). Developing employability competences through career coaching in higher education: Supporting students’ learning process. Studies in Higher Education, 49(12), 2455–2474. https://doi.org/10.1080/03075079.2024.2307976">https://doi.org/10.1080/03075079.2024.2307976
Wald, H. S. (2015). Professional identity (trans)formation in medical education. Academic Medicine, 90(6), 701–706. https://doi.org/10.1097/acm.0000000000000731">https://doi.org/10.1097/acm.0000000000000731
Weiland, C., & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), 2112–2130. https://doi.org/10.1111/cdev.12099">https://doi.org/10.1111/cdev.12099
Weybrecht, G. (2017). From challenge to opportunity – Management education’s crucial role in sustainability and the sustainable development goals - An overview and framework. International Journal of Management Education, 15(2), 84–92. https://doi.org/10.1016/j.ijme.2017.02.008">https://doi.org/10.1016/j.ijme.2017.02.008
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics, 134(6), 1084–1093. https://doi.org/10.1542/peds.2014-0757">https://doi.org/10.1542/peds.2014-0757