OCR Output

208 IRODALOM

Canning, J. & Masika, R. (2020): The scholarship of teaching and learning (SOTL):
the thorn in the flesh of educational research, Studies in Higher Education, DOI:
10.1080/03075079.2020.1836485

Caena, F. (2011): Professional Development of Teachers. Literature review. Quality in Teachers’
continuing professional development. European Commission. Directorate-General for
Education and Culture.

Caena, F. (2013): Teacher CPD policies: balancing needs and provision at the level of
individual teachers, schools and of education systems. Education and Training 2020,
Thematic Working Group “Teacher Professional Development’ Peer Learning Activity
Vienna, 2-6 June 2013.

Chalmers, D., & Gardiner, D. (2015): An evaluation framework for identifying the effec¬
tiveness and impact of academic teacher development programs. Journal of Studies in
Educational Evaluation, 46, 81-91.

Chalmers, D., Cummings, R., Elliott, S., Stoney, S., Tucker, B., Wicking, R. & de St Jorre,
T. (2014): Australian University Teaching Criteria and Standards Project, Final Report 2014.
Sydney: Office for Learning and Teaching. URL: http://uniteachingcriteria.edu.au/
wp-content/uploads/2013/11/Draft-SP12-2335-Project-Final-Report-21-July-2014.pdf

Cilliers, F. J. & N. Herman (2010): Impact of an educational development programme on
teaching practice of academics at a research-intensive university. International Journal for
Academic Development 15 (3): 253-267. doi: 10.1080/1360144X.2010.497698

Clandinin, D.J. & Husu, J. (2017, eds.): The SAGE Handbook of Researh on Teacher Education,
SAGE Publication, Volume 2, 1133-1148.

Clandinin, D.J. (2007): Handbook of Narrative Inquiry, Sage Publication — Thousand Oaks.

Cochran-Smith, M. & Fries, K. (2008): Research on teacher education. Changing times,
changing paradigms. In: Cochran-Smith, M., Feiman-Nemser, S. & McIntyre, D. J.
(eds.): Handbook of Research on Teacher Education, Routledge — Taylor & Francis Group,
Association of Teacher Educators, New York, London, Third edition, 1050-1093.

Collins, A. (2006): Cognitive apprenticeship. In: Sawyer, R. K. (ed.): The Cambridge Handbook
of the Learning Sciences. Cambridge University Press, US, 47-60.

Cordingley, P. (2015): Why is evidence about teachers’ professional learning and continuing
professional development observed more in the breach than reality? Why has it not
stuck? In: McLaughlin, C., Cordingley, P., McLellan, R. and Baumfield, V. (eds.): Making
difference. Cambridge University Press, 53-76.

Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders,
L., & Coe, R. (2015): Developing Great Teaching: Lessons from the international reviews
into effective professional development. Teacher Development Trust.

Cox, M. D. & McDonald, J. (2017): Faculty Learning Communities and Communities of
Practice. Dreamers, Schemers, and Seamers. In: McDonald, J. & Cater-Steel, A. (eds.):
Communities of Practice. Facilitating Social Learning in Higher Education. Singapore:
Springer, 47-72.