Adom, D., Hussein, E., & Joe, A.-A. (2018). Theoretical and conceptual framework: Mandatory ingredients of a quality research. 7(1), 438–441. 

Ann, O. W., Swanto, S., & AlSaqqaf, A. (2018). Pre-service ESL teachers engaging in reflective practice: Current observations and perceived challenges. Journal of Research, Policy & Practice of Teachers and Teacher Education, 8(2), 5–18. 

Bayar, A. (2014). The Components of effective professional development activities in terms of teachers’ perspective. International Online Journal of Educational Sciences. doi: 10.15345/iojes.2014.02.006 

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). Los Angeles: SAGE. 

Crowe, A. R. (Ed.). (2010). Advancing social studies education through self-study methodology: The power, promise, and use of self-study in social studies education. Dordrecht ; New York: Springer.

Dachi, H. (2016). Reflecting on five decades of teacher professional development in Tanzania: The missing dimensions. Papers in Education and Development, 36. 

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. 

Farrell, T. S. C. (2013). Reflective Practice in ESL Teacher Development Groups. London: Palgrave Macmillan UK. doi: 10.1057/9781137317193 

Hamilton, M. L. (Ed.). (1998). Reconceptualizing teaching practice: Self-study in teacher education. London ; Bristol, PA: Falmer Press. 

Haßler, B., Hennessy, S., Cross, A., Chileshe, E., & Machiko, B. (2015). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education, 41(5), 806–825. doi: 10.1080/19415257.2014.938355

Hennessy, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. doi: 10.1080/1475939X.2015.1092466 

Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: A journey towards shared understanding. Reflective Practice, 15(4), 481–494. doi: 10.1080/14623943.2014.900022 

Lee, B. J. (2021). Comparing factual recall of tapped vs. Handwritten text. Acta Psychologica, 212, 103221. doi: 10.1016/j.actpsy.2020.103221 

Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and Teaching International, 44(1), 93–105. 

Losioki, B. E. (2020). Professional development and empowerment among secondary school teachers in Mkuranga District, Tanzania. 11(24). doi: 10.7176/JEP/11-24-11 

Loughran, J. J. (2005). Developing Reflective Practice:Learning about Teaching and Learning through Modelling (2nd ed.). London: Falmer Press. 

Majid, H. A., Ean, C. B., & Leng, E. Y. (2016). Continuous teacher education process in school. Journal of Research, Policy & Practice of Teachers and Teacher Education, 6(2), 33–44. 

Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21–36. doi: 10.1080/02607476.2011.538269

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks: Sage Publications. 

Min, W. Y., Mansor, R., & Samsudin, S. (2016). Student teachers’ level of reflection during teacher clinical experience: A case study in a Malaysian university. Journal of Research, Policy & Practice of Teachers and Teacher Education, 6(2), 23–32. 

Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). The relationship between EFL teachers’ reflective practices and their teaching effectiveness: A structural equation modeling approach. Cogent Psychology, 5(1), 1424682. doi: 10.1080/23311908.2018.1424682 

Mwakabenga, R. J., Kavenuke, P. S., & Kinyota, M. (2019). Promoting teacher professional learning in Tanzanian schools: Lessons from Chinese school-based professional learning communities. 

Pinnegar, S. E., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. Dordrecht ; New York: Springer. 

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511667237 

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. 

Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1st ed). San Francisco: Jossey-Bass. 

Zwozdiak-Myers, P. (2012). The teacher’s reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Abingdon, Oxon ; New York, NY: Routledge.