[[1] Vasilev D., Y. Merdzanova. Theory and methods of professional orientation. Sofia, UP „St. Kliment Ohridski”, 2003, p.92.]Search in Google Scholar
[[2] Gyurova V. & all, Provocation training process, Sofia, Askoni Publisher, 1997, p.73.]Search in Google Scholar
[[3] Ilieva M., S. Terzieva. Self-evaluation and self-identification - Strategies in educational and scientific policy, Vol. 3., pp.34-42, 2001.]Search in Google Scholar
[[4] Nikov A., Pedagogical psychology, Sofia, Karl Marx Publ., 1989, p.127.]Search in Google Scholar
[[5] Rasheva-Merdzanova Y. Professional pedagogy in tradition and perspective, Sofia, UP „St. Kliment Ohridski”, 2004, p.172.]Search in Google Scholar
[[6] Terzieva S. Modern educational strategies, Sofia Publ., 2003, p.46.]Search in Google Scholar
[[7] Petrov P., Atanasova M.. Educational technologies and learning strategies, Sofia Publ., 2001, p.42.10.1093/gmo/9781561592630.article.26094]Search in Google Scholar
[[8] Marquardt, M., Leonard, H. S., Freedman, A., & Hill, C.: Action learning for developing leaders and organizations: Principles, strategies, and cases. Washington, DC: APA 2009.10.1037/11874-000]Search in Google Scholar
[[9] Chiu, M. M.: Adapting teacher interventions to student needs during cooperative learning, American Educational Research Journal, 41, pp.365-399, 2004.10.3102/00028312041002365]Search in Google Scholar
[[10] Coffield, F, Moseley, D., Hall, E., Ecclestone K.: Learning styles and pedagogy in postearning: A systematic & critical review, Learning & Skills Research Centre London, 2004, p.214.]Search in Google Scholar
[[11] Moon, J.: A Handbook of Reflective and Experiential Learning: Theory and Practice, London: Routledge Falmer, 2004, p. 126.]Search in Google Scholar
