Aldrich, R. (2006). Lessons from history of education: The selected works of Richard Aldrich. Abingdon: Routledge.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Ball, D. L., & Cohen, D. C. (1999). Developing practice, developing practioners: Towards a practice-based theory of profressional education. In L. Darling-Hammond (Ed.), Teaching as the learning professionl: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
Baumgartner, F., Koerner, M., & Rust, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29, 35-58.
Beck-Gernsheim, E. (1996). Life as a planning project. In S. Lash, B. Szerszynski & B. Wynne (Eds.), Risk, environment and modernity. London: Sage.
Biesta, G. (2014). The Beautiful Risk of Education. London: Paradigm Publishers.
Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook1: The cognitive domain. New York: David McKay Co Inc.
Blumer, H. (1969). Symbolic interactionism: Prepectives and method. Berley, CA: University of California Press.
Boud, D., & Feletti, G. (1991). The challenge of problem based learning. London: Kogan Page.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning reflection into learning. London: Kogan Page.
Britzman, D. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany, NY: SUNY Press.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bugeja, M. (2006). Facing the Facebook. The Chronicle of Higher Education, 52(21), 1.
Carlgren, I. (1998). OP-ED Where did the blackboard writing go? Journal of Curriculum Studies, 30, 613-617.
Carr, W. (1995). For education: Towards critical educational inquiry. Buckingham: Open University Press.
Collis, B., & Gommer, E. (2001). Stretching the mould or a new economy? Educational Technology, 41(3), 5-18.
Deakin Crick, R., Broadfoot, P. & Claxton, G. (2006) What is the ELLI Research Project? Web document: http://www.ellionline.co.uk/research.php (assessed 7 June, 2007).
Denton, J. J. (1982). Early field expereince influence on performance in subsequent coursework. Journal of Teacher Education, 33(2), 19-23.
Denscombe, M. (2007). The good research guide for small-scale social research projects (3rd ed.). Maidenhead, Berkshire: Open University Press.
Dewey, J. (1933). How we think. Chicago: Regnary.
Dreyfuss, H. L., & Dreyfuss, S. E. (1980). A five stage model of the mental activities involved in direct skill acquisition. Retrieved from Defense Technical Information Centre website: www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA084551
Dron, J. (2007). Control and constraint in e-learning: choosing when to choose. London: Idea Group Publishing.
Edson, J. (2007, June 25). Curriculum 2.0: User-driven education, The Huffington Post. Retrieved from http://www.huffingtonpost.com/jonathan-edson/curriculum-20-userdriven-_b_53690.html
European Council (2000) Presidency Conclusions, Lisbon European Council 23 and 24 March 2000. Brussels: European Council.
Eurydice (2002) Key competencies: A developing concept in general compulsory education. Brussels: Eurydice/European Commission.
Gadamer, H. (1980). Truth and method (G. Bardey & J. Cummings, Trans.). New York: Seabury Press.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Glaser, B., & Strauss, A. (1967). The discovery of Grounded Theory. Chicago: Aldine.
Gottfredson, L. S. (Ed.) (1997). Intelligence and social policy. Intelligence, 24 (1). (Special issue).
Grabinger, S., Dunlap, J., & Duffield, J. (1997). Rich environments for active learning. ALT-J, 5(2), 5-17.
Grossman, P. (19991). Overcoming the apprenticeship of observation in teacher education coursework. Teaching and teacher education, 7, 345-357.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15, 273-289.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184-205.
Gunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
Habermas, J. (1987). The theory of communication action (T. McCarthy, Trans. Vol. 2: A critique of functionalist reason). Boston: Bacon Press.
Hautamäki, J., Arinen, P., Eronen, S., Hautamäki, A., Kupianien, S., Lindblom, B., Niemivirta, M., Pakaslahti, L., Rantanen, P. and Scheinin, P. (2002) Assessing Learning-to-Learn: A Framework. Helsinki: Centre for Educational Assessment, Helsinki University / National Board of Education.
Henry, M. (1983). The effect of increased exploratory field expereinces upon the preceptions and performance of student teachers. Action in Teacher Education, 5(1-2), 66-70.
Illich, I. (1971). Deschooling society. London: Marion Boyars.
Illich, I. (1973). Tools for conviviality. London: Marion Boyars.
Jackson, P. W. (1974). Life in classrooms. New York: Holt, Rinehart & Winston.
Kennedy, M. (1999). The role of the preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teachng as a learning profession: Handbook of policy and practice (pp. 54-85). San Francisco: Jossey-Bass.
Knowles, M. (1998). The adult learner (5th ed.). Houston: Butterworth-Heinemann.
Kolb, D. (1984). Experimental learning as the science of learning development. Englewood Cliffs, NJ: Prentice Hall.
Land, S. M., & Hannafin, M. J. (2000). Student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erbaum Associates.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20.
Lave, J., & Wenger, E. (1991). Stiuated learning: Legitimate peripheral participation. Learning in doing: Social cognitive and computational prespectives. Cambridge: Cambridge University Press.
Layder, D. (1993). New Strategies in Social Research: An Introduction and Guide: Wiley.
Lievrouw, L., & Livingstone, S. (2002). Handbook of new media: Social shaping and social consequences. London: Sage.
Livingstone, D. (2000). Researching expanding notions of learning and work and unemployment. International Review of Education, 46(6), 491-514.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
McConnell, D. (2000). Implementing computer supported cooperative learning (2nd ed.). London: Kogan Page.
McConnell, D. (2006). E-learning groups and communities. Maidenhead: Open University Press.
McLoughlin, C., & Lee, M. J. W. (2010). Educational podcasting: A taxonomy of pedagogical applications. In T. Dumova & R. Fiordo (Eds.), Handbook of research on social interaction technologies and collaboration software: concepts and trends (pp. 194-208). Hershey, PA: Information Science Reference (IGI Global).
Mead, G. H. (1967). Mind, Self & Society from the Stand-point of a Social Behaviorist (C. W. Morris Ed.): University of Chicago Press.
Nation, I. S. P. (2007). The Four Strands. Innovation in Language Learning and Teaching, 1(1), 1-12.
Nuthall, G. (2007). The hidden lives of learners. Wellington: NZCER PRESS.
Palloff, R. M., & Pratt, K. (2007). Online leraning communities in perpective. In R. Luppicini (Ed.), Online learning communities. Charlotte, NC: Information Age Publishing.
PISA (2003) The PISA Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
Phelan, A., & Sumsion, J. (2008). Critical readings in teacher education: Provoking absences. Rotterdam: Sense.
Preece, J. (2000). Online communities: Designing useability, supporting sociability. Chickchester: John Wiley & Sons.
Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.
Renninger, K. A., & Shumar, W. (Eds.). (2002). Building virtual commuities: learning and change in cyberspace. Cambridge: Cambridge University Press.
Rifkin, J. (2000). The age of access. Harmondsworth: Penguin.
Rogers, A. (2003). What is the difference? Leicester: National Institute for Adult Education.
Ross, S. M., Hughes, T. M., & Hill, R. E. (1981). Field experiences as meaningful contexts for learning about leaning. Journal of Educational Research, 75(2), 103-107.
Salmon, G. (2004). E-moderating: The key to teaching and learning online (2nd ed.). Abingdon: Taylor & Francis.
Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: an instructional model and its constructivist framework. Educational Technology, 35, 31-38.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Schratz, M., Paseka, A., & Schrittesser, I. (Eds.) (2011). Pädagogische Professionalität: quer denken – umdenken – neu denken: Impulse für next practice im Lehrerberuf. Wien: Facultas.wuv
Selwyn, N. (2011). Education and technology: key issues and debates. London: Continuum.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Shields, P. M., Humphrey, D. C., Wechsler, M. E., Riel, L. M., Tiffany-Morales, J., & Woodworth, K. (2001). The status of the teaching profession. Santa Cruz, CA: Center for the Future of Teaching and Learning.
Shirky, C. (2008). Here comes everybody: the power of organizing without organizations. London: Allen Lane.
Snoek, M., Uzerli, U., & Schratz, M. (2008). Developing Teacher Education Policies through Peer Learning. In B. Hudson & P. Zgaga (Eds.), Teacher Education Policy in Europe: a Voice of Higher Education Institutions (pp. 135–156). Umeå: Faculty of Education, 2008.
Stringher, C. (2006) Learning competence: an Italian exploratory research in elementary schools. in Learning to learn network meeting Report from the second meeting of the network. Ispra:CRELL/JRC.
Sunal, D. W. (1980). Effect of field experience during elementary methods courses on preservice teacher behavior. Journal of Research in Science Teaching, 17(1), 17-23.
Tiana, A. (2004). Developing key competencies in education systems: some lessons from international studies and national experiences. In Rychen, D.S. & Tiana, A. (Eds.) Developing key competencies in education: some lessons form international and national experiences. Geneva: UNESCO / International Bureau of Education.
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.
Vygotsky, I.S. (1962). Thought and language. Cambridge, MA: MIT Press
Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Waldrop, M.M. (1992). Complexity: The emerging science at the edge of order and chaos. New York, NY: Simon & Schuster.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wellman, B. (2001). Physical place and cyberplace: The rise of personalized networking. International Journal of Urban and Regional Research, 25(2), 227-252.
Wiley, D. (2007). Online self-organising social systems: four years later. In R. Luppicini (Ed.), Online learning communities (pp. 289-298). Charlotte, NC: Information Age Publishing.
Williams, L. (2012). Karl Popper, the enemy of certainty, parts 1 – 5. The Guardian. Retrieved from http://www.theguardian.com/commentisfree/2012/sep/10/karl-popper-enemy-uncertainty , http://www.theguardian.com/commentisfree/belief/2012/sep/17/popper-enemy-uncertainty-virtue-refutation , http://www.theguardian.com/commentisfree/belief/2012/sep/24/karl-popper-politics-as-science , http://www.theguardian.com/commentisfree/belief/2012/oct/01/karl-popper-lakatos-kuhn-feyerabend , http://www.theguardian.com/commentisfree/belief/2012/oct/08/karl-popper-enemy-certainty-craving
Woodward, T. (1988). Loop-input: A new strategy for trainers. System, 16(1), 23-28.
Woodward, T. (2003). Loop input. ELT Journal, 57(3), 301-304.