Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and teaching: theory and practice, 6(2), 151-182. Hargreaves, A., & Dawe, R. (1990).
Jilek, J., Loadman, W., &Derby, L. 1998.ohio’s P-12 systematic educational reform: Implications for the preparation of teachers and administrator. Murphy, J. 2005. Continuing teacher leadership and school improvement .Thousand Oaks, CA: Crownie Press Rogers, E.M. 2003.Diffusion of innovations (5th ed.). New York: Free Press.
Revisiting the importance of the direct effects of school leadership on student achievement: The implications for school improvement policy. Peabody Journal of Education, 82(4), 724-736. Rettig, P. R. (2004). Beyond organizational tinkering: A new view of school reform. Educational Horizons, 82(4), 260-265.
Powell, R. (1992). The influence of Prior Experience on Pedagogical Constructs of Traditional and Nontraditional Pre-service Teachers. Teaching and Teacher Education, 8 (3), 225-238. Richards, J.C. (1998). Beyond Training.
Reflective Practice in the LifelLong Learning Sector. Exeter: Learning Matters. Parkay, F.W. (2000) Restructuring a teacher education program: the psychological, social, and political dimensions of change, Action in Teacher Education 22, pp. 109–125.