[Akbari, R., & Tajik, L. (2012). Second-language teachers’ moral knowledge base: A comparison between experienced and less experienced male and female practitioners. Journal of Moral Education, 41(1), 39-59.10.1080/03057240.2011.630384]Search in Google Scholar
[Besong, F., & Holland, C. (2015). The dispositions, abilities and behaviors (DAB) framework for profiling learners’ sustainability competencies in higher education. Journal of Teacher Education for Sustainability, 17(1), 5-22.10.1515/jtes-2015-0001]Search in Google Scholar
[Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: putting it into practice. Buckingham, UK: Open University Press.]Search in Google Scholar
[Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.10.1017/S0261444803001903]Search in Google Scholar
[Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.Educational Researcher, 33(8), 3-15.10.3102/0013189X033008003]Search in Google Scholar
[Bransford, JD, Brown., AL, & Cocking, R. (2000). How people learn: Brain, mind, experience, and school, committee on developments in the science of learning, National Research Council, National Academy Press, Washington DC.]Search in Google Scholar
[Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607.10.1016/j.tate.2009.09.006]Search in Google Scholar
[Chang, K., Jeon, Y., & Ahn, H. (2014). Investigating continuing professional development for teacher educators in South Korea: opportunities and constraints. In D. Hayes (ED.), Innovations in the continuing professional development of English language teachers (pp. 271-297). London, UK: British Council.]Search in Google Scholar
[Clark-Goff, K., & Eslami, Z. (2016). Exploring change in pre-service teachers’ beliefs about English language learning and teaching. Iranian Journal of Language Teaching Research 4(3), 21-36.]Search in Google Scholar
[Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.10.1016/S0742-051X(02)00053-7]Search in Google Scholar
[Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.]Search in Google Scholar
[Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.]Search in Google Scholar
[Dean, J. (1991). Professional development in school. Milton Keynes, Philadelphia: Open University Press.]Search in Google Scholar
[Elmore, RE. (2002). Bridging the Gap between Standards and Achievement: The Imperative for Professional Development in Education, Albert Shanker Institute.]Search in Google Scholar
[Farhady, H., Sajadi, F., & Hedayati, H. (2010). Reflections on foreign language education in Iran. The Electronic Journal for English as a Second Language, 13(4), 1-18.]Search in Google Scholar
[Foord, D. (2009). The developing Teacher: practical activities for professional development. England: Delta Publication.]Search in Google Scholar
[Fullan, M. (2007). The new meaning of educational change. New York: Teachers College Press and Abingdon: Routledge.]Search in Google Scholar
[Gándara, P., J. Maxwell-Jolly, & A. Driscoll. (2005). Listening to teachers of English language learners: A survey of California teachers’ challenges, experiences, and professional development needs. Santa Cruz, CA: The Center for the Future of Teaching and Learning.]Search in Google Scholar
[Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and Mainland China. Language Awareness, 20(4), 327-342.10.1080/09658416.2011.579977]Search in Google Scholar
[Gabriel, R., Day, J. P., & Allington, R. (2011). Exemplary teacher voices on their own development. Phi Delta Kappan, 92(8), 37-41.10.1177/003172171109200808]Search in Google Scholar
[Gholami, J., & Qurbanzada, I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18(2), 5-20.10.1515/jtes-2016-0011]Search in Google Scholar
[Gholami, J., Sarkhosh, M., & Abdi, H. (2016). An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16-33.10.1515/jtes-2016-0002]Search in Google Scholar
[Guskey, T.R. (2000). Evaluating Professional development: Thousand Oaks, CA: Corwin Press, Inc Hanushek, Eric A., 2010. ìGeneralizations about using value-added measures of teacher quality.î American Economic Review 100, no. 2 (May): 267-271.]Search in Google Scholar
[Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3), 381-391.10.1080/135406002100000512]Search in Google Scholar
[Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84(9), 63-700.10.1177/003172170308400910]Search in Google Scholar
[Hayward, L., & Hedge, N. (2005). Travelling towards change in assessment. Assessment in Education: Principles, Policy & Practice, 12(1), 55-76.]Search in Google Scholar
[Hung, H. T., & Yeh, H.C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education 36 (2013), 153-165.]Search in Google Scholar
[Jamshidi, A. H., Sadeghi, B. (2014). A comparative study of teacher education in Iran and the UK. Journal of Language Teaching and Research, 5(5), 1153-1159.]Search in Google Scholar
[Jiang, Y. (2017). A study on professional development of teachers of English as a foreign language in institutions of higher education in Western China. Germany: Springer.]Search in Google Scholar
[Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle Publishing Company.]Search in Google Scholar
[Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.10.4324/9780203878033]Search in Google Scholar
[Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, (27), 65-90.10.1207/s15326985ep2701_6]Search in Google Scholar
[Kennedy, A. (2005). Models of Continuing Professional Development: A Framework for Analysis. Journal of In-service Education, 31(2), 235-50.10.1080/13674580500200277]Search in Google Scholar
[Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, (27), 109-157.10.3102/0091732X027001109]Search in Google Scholar
[Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: the definitive classic in adult education and human resource development (6th ed.). Amsterdam; Boston: Elsevier.10.4324/9780080481913]Search in Google Scholar
[Kumba,W.L., & Nkumbi, E. (2008). Teacher professional development in Tanzania: Perceptions and practices. Journal of International Cooperation in Education, 11(3), 67-83.]Search in Google Scholar
[Leder, G., Pehkonen, E., & Tˆrner, G. (2002). Beliefs: A hidden variable in mathematics education? Dordrecht, The Netherlands: Kluwer Academic Publishers.10.1007/0-306-47958-3]Search in Google Scholar
[Levine, T. H., & A. S. Marcus (2010). How the Structure and Focus of Teachers’ Collaborative Activities Facilitate and Constrain Teacher Learning. Teaching and Teacher Education, (26), 389-398.10.1016/j.tate.2009.03.001]Search in Google Scholar
[Lier, K. (2002). Looking back: looking forward. Teacher Knowledge Project News, 4(1). 1-2.]Search in Google Scholar
[Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1-6.]Search in Google Scholar
[Mann, S. (2005). The Language Teacher’s Development. Language Teaching, (38), 103-118.10.1017/S0261444805002867]Search in Google Scholar
[Nargesy, H. (2012). The evaluation of a teacher training system: A study on the efficacy of teaching training policy in the last three decades in the field of English Teaching in Iran. Life Science Journal, 9(4), 660-663.]Search in Google Scholar
[Ortega, J.L., & Fuentes, A. R. (2015). Communication skills training in trainee primary school teachers in Spain. Journal of Teacher Education for Sustainability, 17(1), 86-98.10.1515/jtes-2015-0007]Search in Google Scholar
[Padwad, A., & Dixit, K. (2011). Continuing professional development: An annotated bibliography. Delhi: British Council.]Search in Google Scholar
[Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.10.3102/00346543062003307]Search in Google Scholar
[Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: a longitudinal study. System, 29(2), 177-195.10.1016/S0346-251X(01)00010-0]Search in Google Scholar
[Pedder, D., & James, M. (2012). Professional learning as a condition for assessment for learning. In: J. Gardner (Ed.) Assessment and Learning, (pp. 33-48). London: Sage.]Search in Google Scholar
[Pedder, D., & Opfer, V.D. (2011). Are we realizing the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study. Professional Development in Education 37(5), 741-758.10.1080/19415257.2011.614812]Search in Google Scholar
[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), 5-43.10.1515/jtes-2015-0009]Search in Google Scholar
[Poskitt, J. (2005). Towards a model of New Zealand school-based teacher professional development. Teachers’ Work Journal 2(2), 136-151.]Search in Google Scholar
[Powell, E., Terrell, I., Furey, S., & Scott-Evans, A. (2003). Teachers’ perceptions of the impact of CPD: An institutional case study. Journal of In-service Education, 29(3), 389-404.10.1080/13674580300200282]Search in Google Scholar
[Rahimi, M., & Zhang, L.J. (2015). Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122.10.1016/j.system.2015.09.006]Search in Google Scholar
[Rhodes, C., & Beneicke, S. (2002). Coaching, Mentoring and Peer-networking: challenges for the management of teacher professional development in schools, Journal of Inservice Education, (28), 297-309.10.1080/13674580200200208]Search in Google Scholar
[Salīte, I. (2015). Searching for sustainability in teacher education and educational research: experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6(1), 21-29.10.1515/dcse-2015-0002]Search in Google Scholar
[Shahmohammadi, N. (2012). Evaluation of Teachers’ Education Programs in Iran (Case Study) Journal of Educational and Social Research, 2(2).]Search in Google Scholar
[Smith, C., & Gillespie, M. (2007). Research on Professional Development and Teacher Change: Implications for Adult Basic Education. Retrieved from www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf]Search in Google Scholar
[Stronge, J. H, Thomas J. Ward, & Leslie W. Grant (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339-355.10.1177/0022487111404241]Search in Google Scholar
[Tang, E., Lee, J., & Chun, C. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), 90-107.10.14221/ajte.2012v37n5.8]Search in Google Scholar
[Timperley, H.S. (2011). Realizing the power of professional learning. Maidenhead: Open University Press.]Search in Google Scholar
[Timperley, H. (2008). Teacher professional learning and development. In The Educational Practices Series. Jere, B. (Ed). International Academy of Education & International Bureau of Education: Brussels.]Search in Google Scholar
[UNESCO (United Nations Educational, Scientific and Cultural Organization). (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Education for Sustainable Development in Action Technical Paper No. 2, UNESCO Education sector.]Search in Google Scholar
[Wharton, S. (2003). Defining appropriate criteria for the assessment of masters level TESOL assignments. Assessment & Evaluation in Higher Education, 28(6), 649-663.10.1080/0260293032000130261]Search in Google Scholar
[Whitcomb, J., H. Borko., & Liston, D. (2009). Growing talent: Promising professional development models and practices. Journal of Teacher Education, 60(3), 207-212.10.1177/0022487109337280]Search in Google Scholar
[Yadav, P. K., (2011). Blogging as a means of professional development for ELT professionals. Journal of NELTA, 16(1-2), 123-132.]Search in Google Scholar
[Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94.10.1515/jtes-2016-0007]Search in Google Scholar
[Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, (42), 429-439.10.1016/j.system.2014.01.012]Search in Google Scholar