3Vivian Troen, Katherine C. Boles. ThePower of Teacher Rounds: A Guide for Facilitators, Principals & Department Chairs [ M ].Thousand Oaks: CORWIN, 2014: xvi, 97,34-37,35,20,38,43-44,52,46,47,15,21-25, xiii. 被引量：1
4Thomas Del Prete. Teacher Rounds: A Guide to Collabora-tire Learning in and From Pracfice[M].Thousand Oaks: CORWIN, 2013: xii, 20-21,19-21,32,22-32, 111,29-31,28,xvi. 被引量：1
5Aileen Kennedy. Collaborative continuing professional development (CPD) for teachers in Scot- land: aspirations, opportunities and barriers [J ].European Journal of Teacher Education, 2011,34( 1 ) : 25- 41. 被引量：1
6Sally J. Zepeda. Professional Development: What Works [ M ].NY: EYE ON EDUCATION, 2008: 80-90,6. 被引量：1
7R. G. Burgess, J. Connor, S. Galloway, M. Morriosn & M. Newton. Implementing In-Service Edu- cation and Training [ M ].London: The Falmer Press, 1993:1. 被引量：1
8Karl Attard. Public reflection within learning communities: an incessant type of professional de- velopment [ J ].European Journal of Teacher Education, 2012,35 (2) : 199-211. 被引量：1
9Fred Korthagen. Linking theory and practice: changing the pedagogy of teacher edueation[J].Ed- ueational Research, 1999,28(4): 4-17. 被引量：1
10Darling-Hammond, L.. Teacher Learning that Supports Student Learning ~M] {I B. Z. Presse- sisen. Teaching for Intelligence. Thousand Oaks: CORWIN,2007:91-100. 被引量：1
