van Manen, M. (1977). Linking Ways of Knowing with Ways of Being Practical. Curriculum Inquiry, 6(3), 205-228.
Yusko, B., & Feiman-Nemser, S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teachers College Record, 110(5), 923-953.
Yadav, A., & Koehler, M. (2007). The role of epistemological beliefs in preservice teachers' interpretation of video cases of early-grade literacy instruction. Journal of Technology and Teacher Education, 15(3), 335.
Wilson, S., Shulman, L., & Richert, A. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–123). London: Cassell.
Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305
Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481-546.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first‐year chemistry teacher. Science Education, 82(3), 293-310.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of educational research, 54(2), 143-178.
Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of research in Science Teaching, 35(6), 673-695.
Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(2), 137-158.
Valanides, N., & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, 30(3), 314-330.
Unruh, A., & Turner, H. E.(1970). Supervision for Change and Innovation. Boston: Houghton Mifflin.
U.S. Department of Education. (2000). Schools and school districts recognized for outstanding professional development. U.S. Department of Education press release, Retrieved February 21, 2003, from http://www.ed.gov/PressReleases/09-2000/0918.html
Turner‐Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), 39-55.
Tuan, H. L., Chang, H. P., Wang, K. H., & Treagust, D. F. (2000). The development of an instrument for assessing students' perceptions of teachers' knowledge. International Journal of Science Education, 22(4), 385-398.
Tobin, K., & Fraser, B. J. (1990). What does it mean to be an exemplary science teacher?. Journal of Research in Science Teaching, 27(1), 3-25.
Tellez, K. (1992). Mentors by choice, not design: Help-seeking by beginning teachers. Journal of Teacher Education, 43(3), 214-221.
Stransbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. Washington, D.C.: National Center for Improving Science Education, WestEd.
Stephens, M., & Moskowitz, J. (2005). Teacher induction policy and practice among APEC members: Results of the exploratory survey. Retrieved August 24, 2006, from U. S. Department of Education, Institute for Education Sciences Web site: http://www.ed.gov/PDFDocs/APEC/chapt2.pdf
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover?. American Educational Research Journal, 41(3), 681-714.
Shulman,L.S.(1986), Those who understand; knowledge growth in teaching, Educational Researcher,15(2), 4-14.
Schmidt, M. (2008). Mentoring and being mentored: The story of a novice music teacher's success. Teaching and Teacher Education, 24(3), 635-648.
Sch n, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Sch n, D. A. (1983). The Reflective Practitioner: How ̈ professionals think in action. NY: Basic books.
Sanders, M. (2006). A rationale for new approaches to STEM education and STEM education graduate programs. In 93rd Mississippi Valley Technology Teacher Education Conference, Nashville, TN.
Rowley, J. (2005). Mentor teachers as instructional coaches. Teacher mentoring and induction: The state of the art and beyond(pp. 109-128). California: Corwin Press.
Renyi, J. (1996). Teachers take charge of their learning: Transforming professional development for student success. NEA Foundation for the Improvement of Education. A report to the National Education Association, Washington, D.C.
Polanyi, M. (1962). Personal knowledge: Towards a post-critical philosophy. New York: Harper & Row.
Piburn, M. & Sawada, D. (2001). Reformed Teaching Observation Protocol (RTOP) Training Guide (ACEPT Technical Report No. IN00-3). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York: Viking Press.
Peng, H., & Fitzgerald, G. (2006). Relationships between teacher education students’ epistemological beliefs and their learning outcomes in a case-based hypermedia learning environment. Journal of Technology and Teacher Education, 14(2), 255-285.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in science Education, 38(3), 261-284.
Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators. Newbury Park, CA: Corwin Press.
Osborne, M. D. (1998). Teacher as knower and learner: Reflections on situated knowledge in science teaching. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(4), 427-439.
Orland-Barak, L., & Hasin, R. (2010). Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies. Teaching and Teacher Education, 26(3), 427-437.
Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.
Ogawa, M. (2002). How are the novice getting to be the expert?: A preliminary case study on Japanese science teachers. Journal of the Korean Association for Research in Science Education, 22(5), 1082-1102.
Odell, S. J., & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43(3), 200-204.
O'Conner, C. L. & Ertmer, P. A. (2003). Today's coaches prepare tommorw's mentor: Sustaining the result of professional development.(ERIC Document Reproduction Service No. ED 482 676).
National Research Council. (1996). National science education standards. National Academies Press.
National Commission on Teaching and America's Future. 2003. No dream denied: A pledge to America's children. Washington, DC: National Commission on Teaching and America's Future.
Murray, M. (2001). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring process (New and rev. ed.). San Francisco: Jossey-Bass.
Munro, J. (1999). Learning more about learning improves teacher effectiveness. School Effectiveness and School Improvement, 10(2), 151-171.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. London Sterling, VA: Kogan Page: Stylus Pub.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult educati on, 32(1), 3-24.
McIntyre, D., & Hagger, H. (1996). Mentors in schools: Developing the profession of teaching. London: David Fulton.
McDiarmid, G. W. (1989). Why Staying One Chapter Ahead Doesn't Really Work: Subject-Specific Pedagogy. Issue Paper 88-6.
Martin, A. & Trueax, J. (1997). Transformative dimension of mentoring: Implications for practice in the training of early childhood teachers.(ERIC Document Reproduction Service No. ED 425 405).
Marks, R.(1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11.
Many, J. E., Howard, F., & Hoge, P. (2002). Epistemology and preservice teacher education: how do beliefs about knowledge affect our students' experiences?. English Education, 34(4), 302-322.
Magnusson, S., Krajcik, J. S., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In N. G. Lederman (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Netherlands: Kluwer Academic Publishers.
Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20(4), 445-461.
Maciejewski, J. (2007). Supporting new teachers: Are induction programs worth the cost. District Administration, 43(9), 48-52.
Luft, J. A. (2009). Beginning secondary science teachers in different induction programmes: The first year of teaching. International Journal of Science Education, 31(17), 2355-2384.
Loughran, J., Milroy, P., Berry, A., Gunstone, R., & Mulhall, P. (2001). Documenting science teachers' pedagogical content knowledge through PaP-eRs. Research in Science Education, 31(2), 289-307.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Lortie, D. C. (1966). Teacher socialization: the Robinson Crusoe model. The Real World of the Beginning Teacher, 54-66.
Lord, P., Atkinson, M., & Mitchell, H. (2008). Mentoring and Coaching for Professionals: A Study of the Research Evidence. Slough: National Foundation for Educational Research.
Leslie, K., Lingard, L., & Whyte, S. (2005). Junior faculty experiences with informal mentoring. Medical Teacher, 27(8), 693-698.
Korthagen, F. A. J. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah, N.J.: L. Erlbaum Associates
Korthagen, F. A. J. (1999). Linking Reflection and technical competence: The logbook as an instrument in teacher education. European Journal of Teacher Education, 22(2-3), 191-207.
Korthagen, F. A. J. (1993). The role of reflection in teachers’ professional development. In L. Kremer-Hayon, H.C. Vonk, & R. Fessler (Eds.), Teacher professional development: A multiple perspective approach. Amsterdam: Swets & Zeitlinger.
Klauss, R. (1981). Formalized mentor relationships for management and executive development programs in the federal government. Public Administration Review, 41(4), 489-496.
Killick, D., & King, M. L. (2007). Cross-Cultural Capability and Global Perspectives: Curriculum Development for Global Citizenship in C. Education for Sustainable Development: Graduates as Global Citizens: Bournemouth University, 50-55
Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short‐term intervention. British Journal of Educational Psychology, 78(4), 545-565.
Kennedy, J., & Dorman, J. (2002). Development and validation of the extended practicum learning environment inventory. Sydney: Australian Catholic University.
Kang, N. H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24(2), 478-498.
Kain, J. F., & Singleton, K. (1996). Equality of educational opportunity revisited. New England Economic Review, (Special issue), 87.
Julyan, C., & Duckworth, E. (1996). A constructivist perspective on teaching and learning science. Constructivism: Theory, perspectives, and practice, (pp. 55-72). New York: Teachers College Press.
Johnson, S. M. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass
Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
Hunt, A. (1999). Governing morals: A social history of moral regulation. Cambridge ; New York, NY: Cambridge University Press
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43(3), 173-180.
Huling-Austin, L. (1990). Teacher induction programs and internships. In E. R. Houston, M. Haberman, & J. Sikula (eds.). Handbook of research on teacher education, (pp. 535-548). New York: Macmillan.
Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching. Science Education, 89(4), 657-674.
Hudson, P. (2004). Toward identifying pedagogical Knowledge for mentoring in primary science teaching. Journal of Science Education and Technology, 13(2), 215-225.
Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, N.J.: L. Erlbaum Associates.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: what we know and what we don’t. Teaching and teacher education, 25(1), 207-216.
Hiiffman, G., & Leak, S. (1986). Beginning teachers' perceptions of mentors. Journal of Teacher Education, 37(1), 22-25.
Hewson, P. W., & Hewson, M. G. A. B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191-209.
Herrera, C., Vang, Z., & Gale, L. Y. (2002). Group Mentoring: A Study of Mentoring Groups in Three programs. Philadelphia: Public/Private Ventures.
Healy, C. C., & Welchert, A. J. (1990). Mentoring relation: A definition to advance research and practice. Educational Researcher, 19(9), 17-21.
Hawk, P. P. (1984). Making difference - Reflections and thoughts of first year teachers. Greenville, NC: East Carolina University.
Hashweh, M. Z. (2003). Teacher accommodative change. Teaching and Teacher Education, 19(4), 421-434.
Guskey, T. R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15(4), 42-50.
Grossman, P., & Wilson, S. &. Shulman, L.S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon Press.
Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.
Gold, Y. (1996) Beginning teacher support: attrition, mentoring and induction. In C. B. Courtney (ed.) Review of Research in Education, 16 (pp. 548–594). Washington DC: American Educational Research Association.
Gess-Newsome, J. (1999). Secondary teachers' knowledge and beliefs about subject mattter and their impact on instruction. In J. Gess-Newsome & N. G. Lederman(Eds.) PCK and Science Education(pp. 51-94) Dordrecht, Netherlands: Kluwer Academic Publishers.
Gay, L. R., & Airasian, P. (1996). Educational research: Competitiveness for analysis and application. Merrill, WI: Merrill.
Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor. Educational Forum, 66(4), 380-385.
Ganser, T. (1992). Getting off to a good start: A collaborative mentoring program for beginning teachers. Whitewater, WI: Wisconsin Department of Public Instruction, Wisconsin Improvement Program.
Gallimore, R., Dalton, S., & Tharp, R. G. (1986). Self-regulation and interactive teaching: The effects of teaching conditions on teachers' cognitive activity. The Elementary School Journal, 86(5), 613-631.
Friedrichsen, P., Chval, K. B., & Teuscher, D. (2007). Strategies and sources of support for beginning teachers of science and mathematics. School Science and Mathematics, 107(5), 169-181.
Fosnot, C. (1996). Constructivism: A Psychological theory of learning. In C. Fosnot (Ed.) Constructivism: Theory, perspectives, and practice (pp.8-33). New York: Teachers College Press
Feldman, R. (2006). Epistemology. Upper Saddle River, NJ; Prentice Hall.
Feiman-Nemser, S., & Parker, M. B. (1990). Making subject matter part of the conversation in learning to teach. Journal of Teacher Education, 41(3), 32-43.
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education 52(1): 17-30.
Feiman-Nemser, S. (1996). "Teacher Mentoring: A Critical Review." ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on proteges' classroom practice: An experimental field study. The Journal of Educational Research, 93(5), 294-304.
Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany, New York: State University of New York Press.
Ernest, P. (1995). The one and the many. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 459-486). Hillsdale, NJ: Erlbaum.
Dewey (1993). How we think: A re-statement of the relation of reflective thinking to the educative process. Boston: DC. Heath, & Co.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6-13.
Crawford, B. A. (1998). The poisons project. Science Scope, 21(5), 18.
Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of teacher education, 44(4), 263-272.
Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive inservice workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30(1), 21-43.
Cho, Y. H., & Huang, Y. (2014). Exploring the links between pre-service teachers’ beliefs and video-based Reflection in wikis. Computers in Human Behavior, 35, 39-53.
Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’work place learning. Asia-Pacific Journal of Teacher Education, 29(3), 249-262.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer Press
Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge. Netherlands: Kluwer Academic Publishers.
Bush, T., & Coleman, M. (1995). Professional development for heads: The role of mentoring. Journal of Educational Administration, 33(5), 60-73.
Bullough Jr, R. V. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21(2), 143-155.
Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development.
Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham: Society for Research into Higher Education & Open University Press.
Bradbury, L. U. (2010). Educative mentoring: Promoting reform‐based science teaching through mentoring relationships. Science Education, 94(6), 1049-1071.
Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9-18.
Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding, coaching, reflecting. York, ME: Stenhouse.
Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873.
Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43(5), 323-335.
Bishop, C. (2001). Case-based learning and the construction of professional practical knowledge in teacher education (Doctoral dissertation, University of Sydney).
Bianchini, J. A., & Solomon, E. M. (2003). Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers. Journal of Research in Science Teaching, 40(1), 53-76.
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85(4), 426-453.
Barab, S. A., & Hay, K. E. (2001). Doing science at the elbows of experts: Issues related to the science apprenticeship camp. Journal of Research in Science Teaching, 38(1), 70-102.
Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 437–449). New York: Macmillan.
Appleton, K., & Kindt, I. (1999). Why teach primary science? Influences on beginning teachers' practices. International Journal of Science Education, 21(2), 155-168.
Anderson, C. W. (2004). Conceptual framework for Knowles analysis. Unpublished paper, Michigan State University.
Allen, R. M., & Casbergue, R. M. (1997). Evolution of novice through expert teachers' recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13(7), 741-755.
Abell, S. K., Dillon, D. R., Hopkins, C. J., McInerney, W. D., & O'Brien, D. G. (1995). “Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education, 11(2), 173-188.
Abell, S. K. (2007). Research on science teacher knowledge. Handbook of research on science education, 1105-1149, New York: Routledge.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665-701.