1[1]American Federation of Teachers (June2001). A Report of the Aft Task Force on Union-Sponsored Professional Development.
2[2]T. Barone, D. C. Berliner, J. Blanchard, U. Casanova & T. McGowan (1996). A Future for Teacher Education. In J. Siluka (Ed.), Handbook of Research on Teacher Education,2nd ed. (pp. 1108-1149). New York: Macmillan.
3[3]F. A. J. Korthiagen (1985). Reflective Teaching and Preservrice Teacher Education in the Netherlands. Journal of Teacher Education, Vol. 9, No. 3, pp. 317-326.
4[4]F. A. J. Korthagen (April 2001 ). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Paper Presented at the Annual Meeting of the American Educational Research Association, Seattle.
5[5]M. F. Pajares (1992). Teachers's Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, vol. 62, no. 3, pp. 307- 332.
6[6]V. Richardson (1996). The Role of Attitude and Beliefs in Learning to Teach. In J. Sikula, T. Buttery & E. Guyton (EAs.), Handbook of Research on Teacher Education (2nd ed.). NewYork: Macmillan. pp. 102-119.
7[7]P. Siles, et al. (1985). Teacher Careers: Crisis and Continuities. Lewes, UK: FalmerPress.
8[8]S. Veenman (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, vol. 54, no. 2.
9[9]M. Wideen, J. Mayer-Smith & B. Moon (1998). A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry. Review of Educational Research, vol. 68, no. 2, pp. 130-178.
