Acheson, K. A., & Gall, M. D. (1987). Techniques in the clinical supervision of teachers: Preservice and inservice applications: ERIC.
Acheson, K. A., & Gall, M. D. (2003). Clinical supervision and teacher development: Preservice and inservice applications: ERIC.
Akbari, R., Gaffarsamar, R., & Tajik, L. (2006). Developing a classroom observation model based on Iranian EFL teachers’ attitudes. Journal of Faculty of Letters and Humanities (Tabriz), 49(198), 1-37
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International education studies, 3(2), 211.
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398.
Arikan, A. (2004). Questions to Ask in Post-Observation Conferences for a Reflective Practice. Online Submission.
Baily, K. (2006). Language teacher supervision: A case-based approach: Cambridge: Cambridge University Press.
Baily, K. (2009). Language teacher supervision. The Cambridge guide to second language teacher education, 269-278.
Blase, J., & Blase, J. (1998). Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning.
Blase, J., & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.
Bradbury, L. U., & Koballa, T. R. (2008). Borders to cross: Identifying sources of tension in mentor–intern relationships. Teaching and Teacher Education, 24(8), 2132-2145.
Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy . Addison Wesely Longman. Inc. USA.
Burns, A., & Richards, J. c. (2009). The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press.
Calandra, B., Brantley-Dias, L., & Dias, M. (2006). Using digital video for professional development in urban schools: A preservice teacher’s experience with reflection. Journal of Computing in Teacher Education, 22(4), 137-145.
Cameron, R., & Wilson, S. (1993). The Practicum: student‐teacher perceptions of teacher supervision styles. South Pacific Journal of Teacher Education, 21(2), 155-167.
Carless, D. (2007). Learning‐oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
Christ, T., Arya, P., & Chiu, M. M. (2017a). Relations among resources in professional learning communities and learning outcomes. Teaching Education, 28(1), 94-114.
Christ, T., Arya, P., & Chiu, M. M. (2017b). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35.
Clark, H. (1990). Clinical supervision and the alternatives. Journal of Teaching Practice, 10(1), 39-58.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (sixth ed.): Routledge.
Copeland, W. D. (1980). Affective dispositions of teachers in training toward examples of supervisory behavior. The Journal of Educational Research, 74(1), 37-42.
Copland, F., Ma, G., & Mann, S. J. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14-23.
Daresh, J. C. (2001). Supervision as proactive leadership (third ed.): Waveland PressInc.
Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement: Teachers College Press.
Demirci, A. (2009). How do teachers approach new technologies: Geography teachers’ attitudes towards Geographic Information Systems (GIS). European Journal of Educational Studies, 1(1), 43-53.
Eady, C. K., & Zepeda, S. J. (2007). Evaluation, Supervision, and Staff Development under Mandated Reform: The Perceptions and Practices of Rural Middle School Principals. Rural Educator, 28(2), 1-7.
Edwards, J. (2014). Cognitive Coaching SM: A synthesis of the research: Highlands Ranch, CO: Center for Cognitive Coaching.
Freeman, D. (1982). Observing teachers: Three approaches to in-service training and development. TESOLl Quarterly, 21-28.
Gebhard, J. G. (1990). Interaction in a teaching practicum. Second language teacher education, 118-131.
Gebhard, J. G., Gaitan, S., & Oprandy, R. (1987). Beyond prescription: The student teacher as investigator. Foreign Language Annals, 20(3), 227-232.
Glanz, J., & Zepeda, S. J. (2016). Supervision: New Perspectives for Theory and Practice. London, United Kingdom: Rowman & Littlefield.
Glickman, C., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach: Retrived from: https://eric.ed.gov
Glickman, C., Gordon, S. P., & Ross-Gordon, J. M. (2005). The basic guide to supervision and teaching leadership. Boston, MA: Allyn &c Bacon.
Goldsberry, L. (1988). Three functional methods of supervision. Action in teacher education, 10(1), 1-10.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders longitudinal evidence from observations of principals. Educational Researcher, 0013189X13510020.
Gruenhagen, K., McCracken, T., & True, J. (1999). Using distance education technologies for the supervision of student teachers in remote rural schools. Rural Special Education Quarterly, 18, 58-65.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798-812.
Hooton, N. K. (2008). The design of post-observation feedback and its impact on student teachers Professional encounters in TESOL (pp. 24-41): Springer.
Ibrahim, A. S. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45.
Imig, D. G., & Imig, S. R. (2006). The teacher effectiveness movement: How 80 years of essentialist control have shaped the teacher education profession. Journal of Teacher Education, 57(2), 167-180.
Kinzie, M. B., & Delcourt, M. A. (1991). Computer technologies in teacher education: The measurement of attitudes and self-efficacy.
Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13-23.
Mann, S. J., & Copland, F. (2010). Dialogic talk in the post-observation conference: an investment for reflection.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching . Alexandria, VA: ASCD.
McDonough, J., & McDonough, S. (2014). Research methods for English language teachers: Routledge.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook. Beverly Hills: Sage Publications.
Oliva, P. F., & Pawlas, G. (2001). Supervision for today‘s school . New York: John Willey & Sons: Inc.
Oliva, P. F., & Pawlas, G. E. (2004). Supervision for today's schools. Retrived from: https://eric.ed.gov
Patton, M. Q. (2002). Two decades of developments in qualitative inquiry a personal, experiential perspective. Qualitative social work, 1(3), 261-283.
Stark, M. D., McGhee, M. W., & Jimerson, J. B. (2016). Reclaiming Instructional Supervision: Using Solution-Focused Strategies to Promote Teacher Development. Journal of Research on Leadership Education, 1942775116684895.
Sullivan, S., & Glanz, J. (2000). Alternative Approaches to Supervision: Cases from the Field. Journal of curriculum and supervision, 15(3), 212-235.
Tang, S. Y. F., & Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23(7), 1066-1085.
Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4).
Thomson, W. S., & Hawk, P. P. (1996). PROJECT DIST-ED: teleconferencing as a means of supporting and assisting beginning teachers. Action in teacher education, 17(4), 9-17.
Tripp, T., & Rich, P. (2012a). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739.
Tripp, T., & Rich, P. (2012b). Using video to analyze one's own teaching. British Journal of Educational Technology, 43(4), 678-704.
UNESCO. (1996). Learning: The Treasure Within. Report to UNESCO of the International Commission of Education For the Twenty-First Century. Retrieved from Paris:
Van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182-192.
Vásquez, C. (2004). “Very carefully managed”: Advice and suggestions in post-observation meetings. Linguistics and education, 15(1), 33-58.
Vásquez, C., & Reppen, R. (2007). Transforming practice: Changing patterns of participation in post-observation meetings. Language Awareness, 16(3), 153-172.
Wajnryb, R. (1998). Telling it like it isn't—exploring an instance of pragmatic ambivalence in supervisory discourse. Journal of Pragmatics, 29(5), 531-544.
Wanzare, Z. (2012). Instructional supervision in public secondary schools in Kenya. Educational Management Administration & Leadership, 40(2), 188-216.
Zepeda, S. J. (2007). The principal as instructional leader: A handbook for supervisors. Larchmont, NY: Eye on Education. Inc. APPENDICES.
Zepeda, S. J. (2012). Instructional supervision: Applying tools and concepts. Larchmont, NY: Eye on Education.
The International Journal of Humanities
