- Zhilgildinova A, Dyusembaevich Kariyev A. Toktacinovna Selkebayeva G. Alikhankyzy B Turganbayeva B. The study of value-semantic orientation problem in the context of professional and personal self-development of future teachers. International. Journal of Engineering & Technology, International Journal of Engineering & Technology, 2018; 7(4):676–681. https://doi.org/10.14419/ijet.v7i4.38.24752
- Malm B. Towards a new professionalism: enhancing personal and professional development in teacher education,” Journal of Education for Teaching, 2009; 35(1):77–91. https://doi.org/10.1080/02607470802587160
- Zhang X. Admiraal W. Saab N. Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 2021; 47(5):714–731. https://doi.org/10.1080/02607476.2021.1942804
- Nguyen N.V, Pham M. T. Nguyen N. Nguyen T. B. Developing experiment skills for pre-service teachers of biology in Vietnam,” Educational Sciences: Theory and Practice, 2021; 21(3):57–73. DOI:10.12738/iestp.2021.3.005
- Darling-Hammond L, Flook L, Cook-Harvey B, Barron B, Osher D. Implications for educational practice of the science of learning and development. Applied Developmental Science, 2020; 24(2)97–140. https://doi.org/10.1080/10888691.2018.1537791
- Esmaili R, Mousavi-Davoudi M. Nasiri-Amiri F. The impact of spiritual intelligence on aggressive behavior, considering the mediating role of professional ethics: a case study of nurses of Imam Ali (pbuh) hospital in Alborz, Iran. Journal of Pizhūhish dardīn va salāmat, 2021; 7(3):35–50.
- Liu Z. Li X, Jin T, Xiao Q. Wuyun T. Effects of ethnicity and spiritual intelligence in the relationship between awe and life satisfaction among Chinese primary school teachers. Frontiers in Psychology, 2021; 1(12). 67-79. https://doi.org/10.3389/fpsyg.2021.673832
- Abakah E. Reframing motivation as ‘investment’ in teacher continuing professional development. Teacher Development, 2023; 47(5): 1-21. https://doi.org/10.1080/13664530.2023.2167858
- Moulin-Stożek D. Spiritual development as an educational goal. ECNU Review of Education, 2020; 3(3)504–518. https://doi.org/10.1177/2096531120935128
- Whitworth B, Maeng J. Bell R. Exploring practices of science coordinators participating in targeted professional development. Science education, 2018; 102 (3): 474–497. https://doi.org/10.1002/sce.21337
- Ince A. Managing risk in complex adult professional learning: the facilitator’s role. Professional development in education, 2017; 43 (2): 194–211. https://doi.org/10.1080/19415257.2016.1164743
- Groothuijsen S, Prins G.T, Bulte A. M. W. Towards an empirically substantiated professional development programme to train lead teachers to support curriculum innovation. Professional Development in Education, 2019; 45(5): 739-761. https://doi.org/10.1080/19415257.2018.1510427
- Kurdnoqabi R, Asoudeh, M, Mohammadi, M. The effect of psychotherapy on the self-actualization of highly educated teachers. Teacher professional development, 2022; 7(3): 1-16. (Persian).
- Parvin N, Keshavarz L, Farahani A, Rezaei Sufi M. Analyzing the dimensions and components of promoting the professional growth of physical education teachers based on grand theory. Organizational behavior management studies in sports, 2021; 8(1): 11-27. (Persian). https://doi.org/10.30473/fmss.2021.56796.2241
- Rostami P, Visi K, Ghafouri F, Aliabadi S. Designing the competency model of physical education student teachers of Farhangian University based on the data theory of the foundation. Educational and educational studies, 2019; 9(2):63-89. (Persian). 1001.1.2423494.1399.9.2.3.3.
- Honary H. Designing a model of qualifications and professional characteristics of physical education and sports teachers. Organizational behavior management studies in sports, 2017; 5(3):55-68. (Persian). https://doi.org/10.30473/fmss.2021.56796.2241
- Grinshtain Y. Avidov Ungar O. Barenboim E. Job satisfaction and professional development among teachers working under two parallel top-down reforms. Teacher Development, 2023; 1-20. DOI:1080/13664530.2023.2169748
- Jin X, LI T, Meirink S, Admiraal W, Learning from novice–expert interaction in teachers’ continuing professional development. Professional Development in Education, 2021; 745-762. doi:10.1080/19415257.2019.1651752.
- Makopoulou K, Neville R.D, Ntoumanis N, Thomas G. An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy. Professional Development in Education, 2021; 47(5): 780-795. https://doi.org/10.1080/19415257.2019.1665572
- Jacob W, Xiong W, Ye H, Wang H. Wang X. Strategic best practices of flagship university professional development centers. Professional Development in Education, 2019; 45 (5): 801-813. https://doi.org/10.1080/19415257.2018.1543722
- Schaap H, Louws N, Meirink J, Oolbekkink-Marchand H, Van Der Want V, Zuiker I. Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, 2019; 45(5): 814-831. https://doi.org/10.1080/19415257.2018.1547781
- Lambirth A, Cabral A. McDonald R. Philpott C. Brett A. Magaji A. Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 2021; 47(5): 815-833. https://doi.org/10.1080/19415257.2019.1685565
- Tong S. N, Mohamad C.-E, Tan B, Efendie K. K, Chelliah J, Gilbert H. Transition from uniprofessional towards interprofessional education: the Malaysian experience of a pragmatic model,” Leading Research and Evaluation in Interprofessional Education and Collaborative Practice, Palgrave Macmillan, London, UK, 2016; 169–192. DOI:1057/978-1-137-53744-7_9
- Vadivu S.V, Chupradit S. Psychosocial and occupational impact assessment due to internet addiction: a critical review,” Systematic Reviews in Pharmacy, 2020; 11(7):152–155. DOI:31838/srp.2020.7.24
- Almeida F, Castelo D. A technological platform for the creation and evaluation of psycho-technical tests,” Global Journal of Computer Sciences: Theory and Research, 2022; 8)1(:53–61. DOI:18844/gjcs.v8i1.3290
|