一、中文部份
白穗儀（1999）。國民中學組織學習與教師專業成長關係之研究。國立彰化師範大學教育研究所碩士論文，未出版，彰化。
行政院教育改革審議會（1996）。教育改革總諮議報告書。
余幸怡（2002）。團體發展及其相關因素之探討。諮商與輔導，194，12-15。
吳和堂（2000）。國民中學實習教師教學反省與專業成長關係之研究。國立高雄師範大學教育研究所博士論文，未出版，高雄。
吳芝儀、廖梅花譯（1991）。紮根理論研究方法。台北：濤石。Srauss, A.& Corbin, J. (1998). Basics of qualitative research.
吳就君、鄭其嘉、許育齡、陳麗珠（1998）。團體形成的四個胚胎。中華團體心理治療，4，4，1-14。吳麗雲（1997）。團體歷程分析方法－觀察團體的多重層次系統(SYMLOG)簡介。諮商與輔導，141，pp.26-30。
宋文里譯（2001）。教育的文化：文化心理學的觀點。台北：遠流。J. Bruner. (1996). The culture of Education by Jerome Bruner.李其維(1995)。皮亞傑心理邏輯學。台北：揚智。
李源順（1998）。數學教師在校內互動促進自我專業發展的個案研究。臺灣師大數研所博士論文，未出版，台北。
杜麗燕（1995）。皮亞傑。台北：東大。
周明蒨（1993）。在分化與統整中擺盪：國民中學實習教師生涯探索研究。國立臺灣師範大學教育心理與輔導學系在職進修碩士論文，未出版，台北。
周淑瓊（1999）。國中專家/新手導師班級經營的信念、認知、行動策略與其班級經營效果之比較研究。臺灣師大教育心理與輔導研究所碩士論文，未出版，台北。
林志成（2004）。建構國小教師專業文化圖像的策略。載於國立新竹師範學院「國教世紀」，211，5-12。
林秀琴、李妙玲、陳綠萍、許育齡、戴華馨（1991）。教師合作行動研究模式之建構。台北市教師研習中心教育專題研究編號101。
夏林清譯（2000）。行動科學。台北：遠流。Agyris, C., Putnam, R. & Smith, D.M.(1985).Action science.
張永龍、吳就君（1996）。小團體中說的和感受的：中國學生的團體研究。中華團體心理治療學會八十四年年會會議論文。許育榮(2003)。國民小學教師文化之調查研究。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義。
許雅貞（2002）。教師團隊的對話、反思與行動歷程-以一個國小教師團隊為例。國立台灣師範大學社會教育學系碩士論文，未出版，台北。
郭修廷（2003）。團體之凝聚力與發展條件。諮商與輔導，210，26-30。
陳奕安(2002)。基隆市國民中小學教師文化與教師專業成長態度之研究。臺北市立師範學院國民教育研究所碩士論文，未出版，臺北。
陳奕良（2002）。比較團體歷程觀察方法並評估其可行性。諮商與輔導，194，19-21。
陳美玉（1999）。教師專業學習與發展。台北：師大書苑。
陳聖謨（1999）。國民小學教師教學反省之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。黃光國（1997）。知識與行動。台北：心理。
黃富順（2000）。成人的經驗學習：成人學習革命。台北：師大書苑。
蔡明昌（1999）。中學教師繼續專業教育學習成效及其相關因素之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。蔡敏玲（2002）。教育質性研究歷程的展現 : 尋找教室團體互動的節奏與變奏。臺北市：桂冠蔡寶桂 (2001)。數學成長團體「教師促發者」之行動策略與反思歷程。國立新竹師範學院數理研究所碩士論文，未出版，新竹。
鄭長河（2000）。一位國中數學教師專業成長個案研究。國立高雄師範大學數學系研究所碩士論文。未出版，高雄。
鄭鈴諭（2003）。團體動力的探究－團體歷程的運作。諮商與輔導，210，39-43。
鄧優君（1998）。師院實習生數學教學實踐之省思與成長。國立嘉義師範學院國民教育研究所碩士論文，未出版，嘉義。
盧嵐蘭譯（1991）。社會世界的現象學。台北：久大, 桂冠聯合出版。A. Schtz The phenomenology of social world.
饒見維（1996）。教師專業發展－理論與實務。台北：五南。
二、西文部份
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