Adiguzel A, Karadas H (2014). The examination of high school teachers'' positive school management and organizational commitment perception levels. Electronic Journal of Social Sciences 13(48):108-130.

Al-Issa A (2002). An ideological and discursive analysis of English language teaching in the Sultanate of Oman. Unpublished doctoral dissertation. University of Queensland.

Au KH, Blake KM (2003). Cultural identity and learning to teach in a diverse university: Findings from a collective case study. Journal of Teacher Education 54(3):192-205.
Crossref

Barnes ME, Caprino KT (2018). Analyzing service-learning reflections through Fink's taxonomy. Teaching in Higher Education 21(5):557-575.
Crossref

Boud D (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education 22(2):151-167.
Crossref

Brouwer N (2010). Determining long term effects of teacher education. In: P. Peterson, E. Baker, and B. McGaw (Eds.), International encyclopedia of education. Oxford: Elsevier.
Crossref

Brown A (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist 52(4):399-413.
Crossref

Bulpitt H, Martin PJ (2005). Learning about reflection from the student. Active Learning in Higher Education 6(3):207-217.
Crossref

Calderhead J (1992). The role of reflection in learning to teach. In: I. Valli (Ed.), Reflective teacher education: Cases and critiques. Albany: State University of New York Press.

Chiu LF (2006). Critical reflection: More than nuts and bolts. Action Research 4(2):182-203.
Crossref

Choi I, Land S, Turgeon A (2005) Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6):483-511.
Crossref

Clarke A (2006). The nature and substance of cooperative teacher reflection. Teaching and Teacher Education 22(7):910-921.
Crossref

Clift RTW, Houston R, Pugach MC (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.

Cochran-Smith M (2003). Assessing assessment in teacher education. Journal of Teacher Education 54(3):187-191.
Crossref

Cole AL (1997). Impediments to reflective practice: Toward a new agenda for research on teaching. Teachers and Teaching: Theory and Practice 3(1):7-27.
Crossref

Conway PF (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education 17(1):89-106.
Crossref

Coulson D, Harvey M (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education 18(4):401-413.
Crossref

Cruickshank D Holton J, Fay D, Williams J, Kennedy J, Myers B, Hough J (1981). Reflective teaching. Bloomington, In: Phi Delta Kappa.

Dewey J (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.

Dicke T, Elling J, Schmeck A, Leutner D (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education 48:1-12. 

Dinkelman T (2000). An inquiry into the development of critical reflection in secondary student teachers. Teaching and Teacher Education 16(2):195-222.
Crossref

Fendler L (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher 32(3):16-25. 
Crossref

Feyten CM, Kayten JF (1994). The need for reflection in early field experience: Secondary preservice teachers. The High School Journal 78(1):50-59.

Flores MA, Day C (2006). Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teaching and Teacher Education 22(2):219-232.
Crossref

Garcia M, Sanchez V, Escudero I (2006). Learning through reflection in Mathematics teacher education. Educational Studies in Mathematics 64(1):1-17.
Crossref

Gipe JP, Richards JC (1992). Reflective thinking and growth in novices' teaching abilities. The Journal of Educational Research 86(1):52-57.
Crossref

Gore JM (1987). Reflecting on reflective teaching. Journal of Teacher Education 38(2):33-39.
Crossref

Gu M, Benson P (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research 19(2):187-206.
Crossref

Gu M (2013). From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies 39(5):503-521.
Crossref

Gu M (2011). Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'. Journal of Education for Teaching 37(2):139-154.
Crossref

HamiloÄŸlu K (2013). Turkish student teachers' reflections on their professional identity construction and reconstruction process during the practicum. Unpublished doctoral dissertation. University of Leicester. 

Hoffman JV, Duffy GG (2016). Does thoughtfully adaptive teaching actually exist? A challenge to teacher educators. Theory into Practice 55(3):172-179. 
Crossref

Hoffman-Kipp P, Artiles A, Lopez-Torres L (2003). Beyond reflection: Teacher learning as praxis. Theory into Practice 42(3):248-254.
Crossref

Holton J, Nott D (1980). The experimental effects of reflective teaching on preservice teachers' ability to think and talk critically about teaching and learning. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.

Hume A (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research and Development 28(3):247-260.
Crossref

Kajder S, Parkes K (2012). Examining preservice teachers' reflective practice within and across multimodal writing environments. Journal of Technology and Teacher Education 20(3):229-249.

Kayapinar U, Erkus A (2009). Measuring teacher reflection: Development of TRS. Eurasian Journal of Educational Research 37:144-158.

Kemmis S, McTaggart R (1982). The action research planner. Deakin: Deakin University.

Kerimgil S (2008). Yapilandirmaci öÄŸrenmeye dayali bir öÄŸretim programinin öÄŸretmen adaylarinin yansitici düÅŸünme ve demokratik tutumlarina etkisi, Yayimlanmamis Yüksek Lisans Tezi, Fırat Üniversitesi, Sosyal Bilimler Enstitüsü, Elazığ.

King P, Kitchener K (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist 39(1):5-18.
Crossref

Korthagen FAJ (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education 20(1):77-97.
Crossref

Koster B, Brekelmans M, Korthagen F, Wubbels T (2005). Quality requirements for teacher educators. Teaching and Teacher Education 21(2):157-176.
https://doi.org/10.1016/j.tate.2004.12.004

Lee E, Brown MN, Luft JA, Roehrig GH (2007). Assessing beginning secondary science teachers' PCK: Pilot year results. School Science and Mathematics 107(2):52-60.
Crossref

Lee HJ (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education 21(6):699-715.
Crossref

McGinnis JR, Parker A, Graeber A (2004). A cultural perspective of the induction of five reform-minded new specialist teachers of mathematics and science. Journal of Research in Science Teaching 41(7):720-747.
Crossref

Mena Marcos J, Sanchez E, Tillema HH (2010). Grounded teacher reflection. Does teacher reflection research support teacher professional development in reflection? In: I. Saleh and M.S. Khine (eds.). Teaching Teachers: Approaches in Improving Quality of Education. New York, NJ: Nova Publishers.

Menard-Warwick J (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly 42(4):617-640.
Crossref

Minott MA (2009). Reflection and Reflective Teaching: A Case study of Four Seasoned Teachers in the Cayman Islands. Germany: VDM Verlag Dr. Müller Aktiengesellschaft and Co.

Mousapour GN, Beiranvand Z (2015). Investigating Iranian EFL teachers' reflective teaching and their critical thinking abilities. International Journal of Science and Research (IJSR) 4(3):776-783.

Nagro SA, Bettencourt LU, Rosenberg MS, Carran DT, Weiss MP (2017). The effects of guided video analysis on teacher candidates' reflective ability and instructional skills. Teacher Education and Special Education 40(1):7-25.
Crossref

Organisation for Economic Co-operation and Development (OECD) (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: Organisation for Economic Co-operation and Development.

Pennington MC, Richards JC (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal 47(1):5-23. 
Crossref

Poyraz C, Usta S (2013). Investigation of preservice teachers' reflective thinking tendencies in terms of various variances. International Journal on New Trends in Education and Their Implications 4(2):126-136.

Reiman AJ (1999). The evolution of the social role taking and guided reflection framework in teacher education: recent theory and quantitative synthesis of research. Teaching and Teacher Education 15(6):597-612.
Crossref

Ryan M (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education 18(2):144-155.
Crossref

Sansom DW (2017). Reinvention of classroom practice innovations. ELT Journal 71(4):423-432.
Crossref

Schön D (1987). Educating the Reflective Practitioner. San Francisco: Jossey Bass.

Seidel T, Sturmer K (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal 51(4):739-771.
Crossref

Shahriari F (2018). The relationship between Iranian EFL instructors' multiple intelligence ability and reflective teaching. Revista Românească pentru EducaÅ£ie Multidimensională 10(1):97-109.

Song H, Grabowski B, Koszalka T, Harkness W (2006). Patterns of instructional-design factors prompting reflective thinking in middle-school and college level problem-based learning environments. Instructional Science: An International Journal of Learning and Cognition 34(1):63-87.
Crossref

Sung YT, Chang KE, Yu WC, Chang TH (2009). Supporting teachers' reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning 25(4):375-385.
Crossref

Thompson J, Windschitl M, Braaten M (2013). Developing a theory of ambitious early career of teacher practice. American Educational Research Journal 50(3):574-615.
Crossref

Ticha M, Hospesova A (2006). Qualified pedagogical reflection as a way to improve mathematics education. Journal of Mathematics Teacher Education 9(2):129-156.
Crossref

Tillema HH (2000). Belief change toward self-directed learning: Immersion in practice or reflection on action. Teaching and Teacher Education 16(5-6):575-591.
Crossref

Tok Åž, DoÄŸan-DolapçıoÄŸlu S (2013). Reflective teaching practices in Turkish primary school teachers. Teacher Development: An international Journal of Teachers' Professional Development 17(2):265-268.

Trent J (2012). The discursive positioning of teachers: Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly 46:104-26.
Crossref

Tuluce HS, Cecen S (2015). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory and Practice 16(1):127-151.
Crossref

Whipp JL (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education 54(4):321-333.
Crossref

Williams J (2008). Self-study as a means of facilitating a new professional identity: From primary teacher to teacher educator. Paper presented at the 7th International Conference on S-STEP, Herstmonceaux Castle, UK.

Wilson J, Jan LW (1993). Thinking for Themselves. NS: Eleanor Curtin Publishing.

Yorulmaz M (2006). Ä°lköÄŸretim I. kademesinde görev yapan sınıf öÄŸretmenlerinin yansıtıcı düÅŸünmeye iliÅŸkin görüÅŸ ve uygulamalarının deÄŸerlendirilmesi (Diyarbakır ili örneÄŸi). Yayımlanmamış yüksek lisans tezi, Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ.

Yost DS, Sentner SM, Forlenza-Bailey A (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education 51(1):39-49.
Crossref

Zeichner KM, Liston DP (1996). Reflective Teaching: An introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Zeichner KM (1994). Conceptions of reflective practice in teaching and teacher education. In: G. Harvard, and P. Hodkinson (Eds.), Action and reflection in teacher education. Norwood, NJ: Ablex Publishing Corporation.

Zeichner K, Liston D (1990). Traditions of reform in U.S. teacher education. Journal of Teacher Education 34(2):3-20.
Crossref

Zeichner K, Liston D, Mahlios M, Gomez M (1987). The structure and goals of a student teaching program and the character and quality of supervisory discourse. A paper presented at the annual meeting of the American Educational Research Association, Washington, DC.