1. Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. doi: 10.1177/002248718403500507
2. Borko, H., & Mayfield, V. (1995). The role of the cooperating teacher and university supervisor in learning to teach. Teacher and Teacher Education, 11(1), 501-518. doi: 10.1016/0742- 051X(00008-8)
3. Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York, USA: Macmillan.
4. Brener, N. D., Billy J. O. G., & Grady, W. R. (2003). Assessment of factors affecting the validity of self-reported health-risk behavior among adolescents: Evidence from the scientific literature. Journal of Adolescent Health, 33(6), 436–457.
5. Buchmann, M., & Floden, R. E. (1991). Programme coherence in teacher education: A view from the USA. Oxford Review of Education, 17(1), 65-72.
6. Canrinus, E. T., Bergem, O. K., Klette, K., & Hammerness, K. (2015). Coherent teacher education programmes: Taking a student perspective. Journal of Curriculum Studies, 49(3), 313-333. doi: 10.1080/00220272.2015.1124145
7. Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473- 490. doi: 10.1016/j.jsp.2006.09.001
8. Clarà, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271. doi:10.1177/0022487114552028
9. Coate, K., Barnett, R., & Williams, G. (2003). Relationships between teaching and research in higher education in England. Higher Education Quarterly, 55(2), 158-174. doi: 10.1111/1468- 2273.00180
10. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, USA: Jossey-Bass.
11. Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. doi: 10.1080/0161956x.2014.939009
12. Durgunoglu, A. Y., & Hughes, T. (2010). How prepared are the U.S. preservice teachers to teach English language learners? International Journal of Teaching and Learning in Higher Education, 22(1), 32-41.
13. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299. doi: 1082-989X/99/S3.00
14. Fatiha, S., Razak, Z. A., & Sharatol, A. S. S. (2013). Novice teachers’ challenges and survival: Where do Malaysian ESL teachers stand? American Journal of Educational Research, 1(4), 119-125.
15. Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, USA: Corwin Press.
16. Geoghegan, N., Geoghegan, D., O’Neill, S., & White, R. (2004, November 28). Preservice early childhood teachers’ self-efficacy, teacher preparedness and facilitating children’s learning of concepts in multiple contexts. Paper presented at AARE: Positioning Education Research, Melbourne, Australia.
17. Goh, S. C. (2009). Preliminary study of approaches to learning and teaching self-efficacy of studentteachers in Malaysia. Jurnal Bitara, 2(1), 14-29.
18. Goh, P. S., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3), 92-103.
19. Goh, P. S. C., Wong, K. Y., & Osman, R. (2012).Student-teachers’ approaches to learning, academic performance and teaching efficacy. Malaysian Journal of Learning and Instruction, 9(1), 31-46.
20. Goh, P. S. C., & Wong, K. T. (2014). Beginning teachers’ conceptions of competency: Implications to educational policy and teacher education in Malaysia. Educational Research of Policy and Practice, 13(1), 65-79. doi: 10.1007/ s10671-013-9147-3
21. Goh, P. S. C., & Blake, D. (2015). Teacher preparation in Malaysia: Needed changes. Teaching in Higher Education, 20(5), 469-480. doi:10.1080/13562517.2015.1020780
22. Grossman, P., Hammerness, K., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programmes. Journal of Teacher Education, 59(4), 273-287. doi:10.1177/0022487108322127
23. Gurvitch, R., & Metzler, M.W. (2009). The effects of Lab-based and practicum experience on preservice teachers’ self-efficacy. Teaching and Teacher Education 25(3), 437-443. doi: 10.1016/j.tate.2008.08.006
24. Hammerness, K. (2006). From coherence in theory to coherence in practice. Teachers College Record, 108(7), 1241 – 1265. doi: 10.1111/j.1467- 9620.2006.00692.x
25. Hammerness, K., & Klette, K. (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. International Perspectives on Education and Society, 27(1), 239-277. doi: 10,1108/S1479-367920140000027013
26. Hammerness, K., Klette, K., & Bergem, O. K. (2014). Coherence and assignments in teacher education: Teacher education survey. Oslo, Norway: University of Oslo Department of Teacher Education and School Research
27. Honig, M. I., & Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16-30. doi: 10.3102/0013189X033008016
28. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(1), 343- 356. doi:10.1016/j.tate.2005.01.007
29. Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley, G. (2014). Best practice teacher education programs and Australia’s own programs. Canberra, Australia: Department of Education.
30. Jakobson, R. (2000). On linguistics aspects and translation. In L. Venuti (Ed.), The translation studies reader (pp. 113-18). New York, USA: Routledge.
31. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, USA: The Guilford Press.
32. Korthagen, F., Loughran, J., & Rusell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041. doi: 10.1016/j.tate.2006.04.022
33. Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impact and opportunities. Science, 347, 627-633. doi: 10.1126/science.1261757
34. Maulana, R., Helms-Lorenz, M., & van de Grift, W. (2015). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement, 26(2), 169-194.
35. Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22(1), 205-226. doi: 10.1080/13639080902957905 Newmann, F. M., Smith, B., Allensworth, E., & Bryk,
36. A. S. (2001). Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321. doi: 10.3102/01623737023004297
37. Nurulhuda, A. R., Azwani, M., Nor’ain M. T., Ong, E. T., & Mazlini, A. (2016). Validation of Teaching and Learning Guiding Principles instrument for Malaysian higher learning institutions. Malaysian
38. Van de Grift, W., Helms-Lorenz, M., & Maulana, R. (2014). Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement. Studies in Educational Evaluation, 43(1), 150-159. doi: 10.1016/j.stueduc.2014.09.003
39. Weston, T. L., & Henderson, S. C. (2015). Coherent experiences: The new missing paradigm in teacher education. The Educational Forum, 79(3), 321-335. doi: 10.1080/00131725.2015.1037514
40. Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181–193. doi: 10.1037/0022-0663.99.1.181.
41. Zeichner, K. M. (1992). Educating teachers for cultural diversity (Special Report). East Lansing, USA: National Center for Research on Teacher Learning