丁志權（2004）。以學校為基地的實習輔導制度。論文發表於國立新竹師院、國立教育資料館聯合舉辦之「現代教育論壇-建構理想教育制度」學術研討會，新竹市。
方琇瑩（2004）。中小學教師進修網路學習課程之研究-以嘉義縣為例。國立彰化師範大學教育研究所碩士論文（未出版）。
王世英（2002）。我國高級職業學校教師知識管理能力評鑑之研究。國立彰化師範大學工業教育學系博士論文（未出版）。
王如哲（2000）。知識管理的理論與應用。台北：五南圖書。
王如哲（2003）。學校組織知識管理的理念與意涵，教育趨勢導報，第三期，Retrieved Oct, 12, 2006, from http://www.exam-point.com.tw/htm/EDU/0003/e/e05.pdf
王明傑（1997）。國民中學實習教師的班級經營與學科教學之研究。國立高雄師範大學教育學系碩士論文（未出版）。
王美芬（2006）。科學師資專業知能發展國際學術研討會—由教育實習輔導機制觀點論述。數學與科學實習與輔導教師專業發展研討會。
王振德（2004）。特殊教育實習教師教學效能及專業成長之研究。載於國立台灣師範大學特殊教育學系主編：「2004特殊教育學術研討會」論文集，（236 ∼ 242），台北市。
王國華（1999）。國中生物科實習教師的學科教學基本知能與其檢定工具之研究（III）。行政院國家科學委員會專題研究計畫成果報告。
王國華（2004）。科學教育研究成果應用推廣計畫：科學教師的專業知能－生物教師教學專業知能與專業成長。行政院國家科學委員會補助專題研究計畫成果報告。
王惠茹（2005）。e-Learning情境對學習成效之影響－以知識創造SECI模式來探討。國立中山大學資訊管理研究所碩士論文（未出版）。
古智雄、張瓊月（2006）。從平衡觀點建構自然領域實習輔導教師培訓方案之研究。2006台灣教育學術研討會。國立花蓮教育大學。
朱苑瑜、葉玉珠（2003）。實習教師信念改變的影響因素之探討。師大學報，48（1），41-66。江政福（2002）。國中生活科技實習教師知識管理平台系統發展研究。國立高雄師範大學工業科技教育研究所碩士論文（未出版）。
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。國立高雄師範大學博士論文（未出版）。吳宗雄（2004）。國民中小學學生終身學習關鍵能力與核心技能之研究-知識管理的觀點。國立中正大學博士論文（未出版）。吳俊儀（2005）。ISO 9000知識創造模式之探討。成功大學工業與資訊管理研究所博士論文（未出版）。
吳清山（2001）。知識經濟時代的教師多元進修，教師天地，115，4-13。
吳清山（2006）。師資培育的理念與實踐，教育研究與發展期刊，2(1)，1-31。李坤崇（1999）。多元化教學評量。臺北市：心理出版社。
李倩鈺（2002）。教育實習中實習輔導教師與實習教師師徒關係之探討。國立臺東師範學院教育研究所博士論文（未出版）。
李瑪莉（2002）。國民小學知識管理與教師專業成長關係之研究。國立中正大學教育研究所碩士論文（未出版）。
李秀琴、黃木榮、廖小卷（2002）。以智慧型虛擬社群設計學校教師間知識分享模式。第三屆網際網路應用與發展研討會，遠東技術學院資訊管理系。
卓亦甄（2004）。實施網路案例教學法輔導生物科實習教師教學專業知能之研究。國立彰化師範大學科學教育研究所碩士學位論文（未出版）。
卓佩玲（1999）。國民中學實習教師教學思考之研究。國立高雄師範大學教育學系碩士論文（未出版）。
孟令政、陳瓊森（2000）。運用理化教學資源庫促進國中理化實習教師合作改進教學之探討，科學教育，10，263-278。
岳修平（2001）。非同步教學網頁輔助學習成效之研究。教學科技與媒體，55，27-35。林生傳（1983）。實習教師的困擾問題與輔導之研究。教育學刊，10，33-103。林信榕（2000）。影響新制中等學校實習教師專業發展相關因素研究。教育學刊，16，73-103。林素華、黃世傑（1999）。數學和科學教師檢定及培育模式研究成果應用：應用生物科教材資料庫提供國中教師建構教學知識之支援系統。數學和科學教師培育、檢定與遠距輔導研討會。台北，師大。
林淑梣（2006）。夥伴關係實習輔導模式中實習教師個人實務理論與課室教學改變之研究。國立彰化師範大學科學教育研究所博士論文（未出版）。
林莉雯（2005）。思摩特教師虛擬社群知識管理組織文化之研究。朝陽科技大學碩士論文（未出版）。
林凱胤、王國華（2007）。實習教師經由觀摩與反思途徑擷取輔導教師內隱知識之研究，屏東教育大學學報，27，31-50。林凱胤、王國華、葉辰楨、黃世傑、林素華、李淑雯、王瑋龍、溫媺純、林忠毅、蔡顯麞（2006）。應用知識移轉策略建構實習教師專業成長輔導模式，課程與教學季刊，9(3)，65-87。林凱胤、王國華、蔡維真（2005）。以團隊為基礎的分享式反思環境在師資培育課程之應用。中華民國第二十一屆科學教育研討會，國立彰化師範大學。
林凱胤、王國華、蔡維真（2006）。以Blog作為互動式學習歷程檔案平台之應用，視聽教育雙月刊，47(4)，26-40。
林明良、蘇明俊和洪振方（2006，12）。中學自然科學實習教師專業成長因素之研究，文章發表於中華民國第22屆科學教育學術研討會，臺北市：國立臺灣師範大學。
林東清（2003）。知識管理，智勝文化事業公司，台北市。
林淑美（2005）。Blog在課後輔導上之運用。中央大學資訊工程研究所碩士論文（未出版）。
邱瓊慧、吳祥明 （2000）。談遠距教育進修。資訊與教育雜誌，76，41-46。
洪妙宜（2004）。 高級中等學校實習教師教育實習及教師資格檢覈（定）相關問題之研究。國立彰化師範大學工業教育與技術學系碩士論文（未出版）。
洪志成、廖梅花譯（2003）。焦點團體訪談。嘉義：濤石。
洪婉琪（2004）。國民小學教師讀書會運用知識管理狀況與教師讀書會效能之關係研究。臺南師範學院國民教育研究所碩士論文（未出版）。
洪啟昌（2004）。教育行政機關組織文化、知識管理與組織學習關係之研究。國立政治大學博士論文（未出版）。 洪雪芬（2002）。e-Learning融入數學領域教師進修之實施與探討。教育研究月刊，99期，100-109。紀淑和（1999）。實習教師之教育實習歷程及工作要項。教育實習輔導季刊， 5（1）， 21- 24。
胡幼慧編著（1996）。質性研究：理論、方法及本土女性主義研究實例。台北：巨流。
孫志麟（2003）。教師專業成長的另類途徑：知識管理的觀點。國立臺北師範學院學報，16（1），229-251。徐新逸、胡恒華（2007）。數位典藏資訊融入教學網路研習混程課程設計與評鑑。96年度數位典藏資訊融入教學研討會。台北市，台灣大學。
高榮成（1993）。化學實習教師學科教學知識發展之探究。彰化師範大學科學教育學系碩士論文（未出版）。
張文華（1999）。中學數理教師進行行動研究能力之分析。1999行動研究國際學術研討會，國立台東師院。
張玉成（2000），八十八學年度新制教育實習輔導研究發展與工作研討會會議手冊專題演講稿。國立中正大學教育學院。
張名傳（2004）。圖書館「知識管理」之研究。國立彰化師範大學工業教育系碩士論文（未出版）。
張春興、林清山（1996）。教育心理學。台北：東華。
張美玉、羅美惠（2000）。國小實習教師歷程檔案評量工具發展之研究。科學教育學刊，8（3），255-249。張基成、傅心怡（2003）。網路學習社群討論分享行為之量化實證研究—性別與上網次數對行為表現之影響，教學科技與媒體，66，4-17 。張淑芬（2003）。臺北市國民小學教師知識管理能力與班級經營效能之研究。臺北市立師範學院碩士論文（未出版）。
張淑萍（2000）。知識管理與資訊科技運用相關性之研究。台灣科技大學企業管理研究所碩士論文（未出版）。
張惠博（2001）。九年一貫課程的實施與教師的專業成長。科學教育月刊，239，13-25。
張增亮、黃武元（2004），面對面與網路混合試教之探討與研究。TANET 2004 台灣網際網路研討會，台東大學。
張德銳（1998）。以同儕教練模式提昇教師專業。中華民國比較教育學會主編：學校本位課程與教學創新，217-235。台北：揚智
張德銳（2003）。中小學初任教師的輔導與考核。課程與教學季刊，6（3），67-86。張德銳、陳崑玉、鄧美珠、顏寶月、江姮姬、郭玲如（2006）。試辦中小學教師專業發展評鑑宣導手冊。台北：教育部。
教育部（1997）。師資培育法。台北：教育部。
梁滄郎、林榮茂 （2000）。中等學校實習教師工作壓力現況與輔導。教育實習輔導，6（3），44-48。
莊大葦（2006）。知識系絡、知識場域、知識型組織與知識績效之關聯性研究。義守大學管理研究所碩士論文（未出版）。
許春峰（2004）。實習制度面面觀。論文發表於國立新竹師院、國立教育資料館聯合舉辦之「現代教育論壇-建構理想教育制度」學術研討會，新竹市。
許瑛玿、廖桂菁（2003）。情境式網路學習環境互動行為分析：以高中地球科學線上學習為例。師大學報科學教育類，48（1），93-118。
許瓊潔（2004）。國民中學教師知識管理與教學效能關係之研究 。國立高雄師範大學教育研究所碩士班論文（未出版）。
郭生玉（1981）。心理與教育研究法。台北：精華書局。
郭俊賢、陳淑惠譯（2000）。多元智慧的教學評量。台北，遠流。
郭重吉（2000）。從數理課程改革的趨勢談師資培育的因應之道。科學教育月刊，231，83-88。郭重吉（2006）。科學師資的培育，教育研究月刊，152，5-11。陳正昌、程炳林、陳新豐、劉子鍵（2003）。多變量分析方法：統計軟體應用。台北：五南圖書出版公司。
陳姿伶、王穩淳（2005）。混成教學推動策略之研究－以地方公務人員訓練為例。南投縣：行政院人事行政局地方行政研習中心。
陳美玉（1999）。教師專業發展途徑之探討－以教師專業經驗合作反省為例。教育研究資訊雙月刊，7（2），80-99。陳美玉（2002）。教師個人知識管理與專業發展。台北：學富文化事業有限公司。陳美玉（2005）。師資生個人知識管理及其對專業學習與發展影響之研究。師大學報：教育類，50（2），181-202。陳美玉（2006）。從內隱知識的觀點論教師學習與專業發展，課程與教學季刊，9(3)，1-13。陳英娥、林福來（2004）。行動研究促進初任數學教師的教學成長。科學教育學刊，12(1)，83-105。陳惠君（2003）。高雄縣市國民中學實習教師工作困擾與輔導需求之研究。國立高雄師範大學碩士論文（未出版）。
陳萌智編著（2004）。網路教學理論與實作。台北市：文魁資訊股份有限公司。
陳嘉彌（1998）。自情境教學探討師徒式教學實習。教育研究資訊，6(5)，21-41。陳嘉彌（2003）。師徒式教育實習之理論與實踐。臺北市：心理出版社。游自達（1987）。國中實習教師工作困擾之研究。國立台灣師範大學碩士論文（未出版）。
湯維玲（1996）。反省取向的教育實習及實例探討。載於教育部主編：「八十四學年度實習輔導研討會」研討會論文集，台北市。
辜輝趁（1999）。企業電子化知識管理策略研究。台灣師範大學工業教育學系博士論文。
黃世傑、王國華（1996）。國中生物科實習教師的學科教學基本知能與其檢定工具之研究（I）。行政院國家科學委員會專題研究計畫成果報告。
黃台珠（2006）。科學教師教學碩士班的師資培育與專業成長：由一個國中生物教師的專業成長談起，教育研究月刊，152，32-44。黃芳裕、唐韶玲（2002）。現今師資培育願景下科學實習教師之專業成長研究。第十八屆科學教育學術研討會。
黃炳煌（1981）。師範院校教育實習之探討。臺灣教育，372，7-18。
楊百世（2000）。國民中學實習教師職前教育與教育實習成效之評估研究。國立高雄師範大學博士論文（未出版）。楊百世（2004）。國民中學實習教師專業成長成效之質性研究：以高雄市為例，教育學刊，23，87-110。楊美蓮（2004）。Web-based「知識管理系統」作為生命經驗分享的空間──以「思摩特」教師社群為例。國立中山大學碩士論文（未出版）。
葉玉珠（2005）。網路學習融入師資培育課程對提升職前教師批判思考教學能力之探討（1/2）（國家科學委員會專案NSC93-2520-S-004-002）。台北：國家科學委員會。
葉玉珠（2006）。網路學習融入師資培育課程對提升職前教師批判思考教學能力之探討（2/2）（國家科學委員會專案NSC94-2520-S-004-001）。台北：國家科學委員會。
廖春文（2002）。知識管理在學校行政實際應用之研究。知識管理與教育革新發展研討會論文集，615-663。廖昭彥、王國華、黃千芳（2007）。以部落格進行STS主題探究教學之行動研究。2007第三屆台灣數位學習發展研討會，台中，亞洲大學 。
廖釧如（2006）。國小特殊教育教師知識管理與教學效能相關之研究。國立臺中教育大學碩士論文（未出版）。
熊召弟、譚寧君 （1999）。應用「遠距輔導熱線」進行國小初任教師自然科教學輔導，國立台北師範學院學報，12，383-406。甄曉蘭（2004）。中小學的教師專業成長。中國教育學會、中華民國師範教育學會合編：教師專業成長問題研究（頁53-72）。臺北：學富文化。劉京偉譯（2000）。知識管理的第一本書。台北：商周出版社。
劉淑芳、楊淑晴（2003）。網路專業成長進修環境中學員互動行為與態度之研究。師大學報教育類，48（2），169-190。蔡今中（2002）。科學教育研究趨勢：國際學術期刊內容分析。第十八屆科學教育學術研討會。彰化，彰化師大。
蔡淑敏（2005）。國民小學知識管理導入歷程模式建構之研究。國立臺南大學博士論文（未出版）。鄭婷云（2005）。知識管理應用在教師專業成長之研究-以國民小學教師為個案研究。國立台北大學公共行政暨政策研究所碩士論文（未出版）。
鄧景文、賓玉玫、單文經（1999）。實習教師實地經驗的內涵與角色轉變。輯於國立台灣師大教育學院主辦－教育實習的典範與實踐學術研討會手冊，101-126 。
盧威志（2006）。高雄市國民中學新舊制教育實習課程成效之調查研究。國立高雄師範大學教育系碩士論文（未出版）。
盧雪梅（2001）。學習檔案評量的理念與實務。台北：台北市立師範學院。
戴怡真（2004）。知識管理應用於國小教師班級經營具體作為之意見研究－以台南縣市為例。國立臺南師範學院國民教育研究所碩士論文（未出版）。
顏素霞（1994）。屏東師範學院教育實習課程、學生個人背景與專業成長關係之研究。高雄師範大學教育研究所博士論文（未出版）。羅文基（2001）。運用知識管理帶動教育革新。翰林文教雜誌，21，4-5。
蘇育任（2000）。自然科教師因應九年一貫課程所需之基本能力。國教輔導，339，2-9。
覺丹英（2003）。國中理化科實習教師教學專業成長與其影響因素之研究。國立高雄師範大學物理學系碩士論文（未出版）。
饒見維（2003）。教師專業發展---理論與實務（再版）。台北：五南。
饒見維（1997）。從臨床教學邁向專業發展學校。載於八十五學年度師範教育臨床教學學術研討會論文集（頁19-35）。屏東：國立屏東師範學院印製。
顧淑馨譯（2001）。資訊革命了什麼？。台北：先覺。
AAAS (1989). Project 2061: Science for all Americans. Washington, D.C.
Andreas, D. (1992). Ethnography of biography: Student teachers reflecting on “Life-Stories” of experienced teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 352 360).
American Productivity & Quality Center (2001). Building and sustaining communities of practice: continuing success in knowledge management. American Productivity and Quality Center, Houston, Texas
Arthur, P. (2000). Helping teachers integrate technology with curriculum: A professional development model using concepts from knowledge management. Retrieved May, 23, 2005, from http://www.usask.ca/education/coursework/802papers/arthur/arthur.pdf
Arvan, L., & Musumeci, D. (2000). Instructor attitudes within the SCALE efficiency projects, http://www.aln.org/publications/jaln/v4n3/index.asp. Journal of Asynchronous Learning Networks, Vol. 4, No. 3.
Balance Learning. (2004). Brooks automation: Building better leaders with blended learning. Retrieved June 21, 2007 from http://www.balancelearning.com/folder_whats_new/case_brooks.html.
Baqir, M. N., & Kathawala, Y. (2004). Ba for knowledge cities: a futuristic technology model. Journal of Knowledge Management, 8(5), 83-95.
Beard, F. K., & Morton, L. (1999). Effects of internship predictors on internship success. Journalism and Mass Communication Educator, 53(4), 42-53.
Beaudin, B. (1999). Keeping online asynchronous discussions on topic. Journal of Asynchronous Learning Networks, 3(2), 41–53.
Becerra-Fernandez, I., & Sabherwal, R. (2001). Organizational knowledge management: A contingency perspective. Journal of Management Information System, 18(1), 23-55.
Bersin & Associates. (2003). Blended learning: What works? Retrieved May, 15, 2007, from http://www.e-learningguru.com/wpapers/blended_bersin.doc
Bersin, J. (2004). The blended learning book: best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.
Bielawski, D., & Metcalf, D. (2003). Blended learning: Integrating knowledge performance support and online learning. Amherst, Massachusetts: HRD Press Inc, 2003.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education (2nd ed.). Boston: Allyn & Bacon.
Bolin, E. S. (1987). Students' conceptions of teaching. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
Bonk, C. J., & Graham, C. R. (2006). Handbook of blended learning: global perspectives, local designs. San Francisco: Jossey-Bass.
Boyle, T., Bradley, C., Chalk, P., Jones, R., & Pickard, P. (2003). Using blended learning to improve student success rates in learning to program. Journal of Educational Media, 28(2-3), 165-178.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (expanded.). Washington, D.C.: National Academy Press.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41, 53-62.
Brock, B. L., & Grady, M. L. (1996). Beginning teacher induction program. (ERIC Document Reproduction Service. NO.ED 399 631.)
Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 34-41.
Carlgren, I., & Lindbald, S. (1991). OnTeachers' practical reasoning and prfoessionalknowledge: Considering conceptions of contextin teachers' thinking. Teaching and Teacher Education, 7(5-6), 507-516.
Catley, P. (2005). One lecturer’s experience of blended e-learning with traditional teaching. Brookes eJournal of Learning and Teaching, 1(2), 1-8.
Cavanaugh, C. (2004). Distance learning success factors in the RPR cycle and virtual school accreditation. In C. Cavanaugh (Ed.), Development and management of virtual schools: Issues and trend. (pp.165-180). Hershey, PA: Information Science Publishing.
Clandinin, D. J. & Connelly, F. M. (1995). Teachers' professional knowledge landscapes. New York : Teachers, College, Columbia University.
Clarke, D. J., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.
Cohen, J. (1988). Statistical power analysis for the behavioral sceince. Hillsdale, NJ: Lawrence Erlbaum.
Cohen, W., & Levinthal, D. (1990). Absorptive capability：Anew perspective on learning and innovation. Administrative Science Quarterly, 35(1) 1128-1152.
Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
Crawford, B. A., Zembal-Saul, C., Munford, D., & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42 (6), 613-637.
Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston: Harvard Business School Press.
Dean, J. (1974). The role of local advisory service in the inservice education of teachers. In E. Admas (ed), In-service education and teachers’ center. NY: Pergamon Press.
Dean, P., Stahl, M., Sylwester, D., & Pear, J. (2001). Effectiveness of combined delivery modalities for distance learning and resident learning. Quarterly Review Of Distance Education, 2(3), 247-254.
Delfino. M., & Persico, D. (2007). Online or face-to-face? Experimenting with different techniques in teacher training. Journal of Computer Assisted Learning, 23(5), 351-365.
Department of Education, Science and Training (2002). An ethic of care: effective programmes for begining teachers. Canberra: Commonwealth of Australia.
Dewey, J. (1933). How We Think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. EDUCAUSE. Retrieved May, 23, 2007, from http://www-8.ibm.com/services/pdf/blended_learning.pdf.
Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. EDUCAUSE. Retrieved Nov, 21, 2006, from http://www.educause.edu/ir/library/pdf/ERB0407.pdf
Eldon, M. Jr. (1996). Early field experience: A question of effectiveness. The Teacher Educator, 31(3), 226-237.
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. New York: McGraw-Hill.
Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London:Routledge.
Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75, 121- 133.
Garnham, C., & Kaleta, R. (2002). Introduction to hybrid course. Teaching with Technology Today, 8(6). Retrieved May. 21, 2005, from http://www.uwsa.edu/ttt/articles/garnham.htm.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95-105.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula; T. J. Buttery; & E. Guyton (Eds.). Handbook of research on teacher education (2nd ed.), p.548-594. New York: Macmillan.
Graham, C. R. (2004). Blended learning system: Definition, current trends, future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning, CA: Pfeiffer Publishing.
Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: A review of the research literature. Unpublished manuscript, UT: Provo.
Gratch, A. (1998). Beginning teacher and mentor relationships. Journal of Teacher Education, 49(3), 220-227.
Guilford, J. P. (1965). Fundamental Statistics in Psychology and Education. New-York: McGraw-Hill.
Guskey, T. R. (2000). Evaluating profession development. California: Corwin Press, 14-39.
Hancock, E. S., & Gallard, A. J. (2004). Preservice science teachers’ beliefs about teaching and learning: The influence of K-12 Field Experiences. Journal of Science Teacher Education, 15(4), 281-291.
Hanson, J. (1984). Internships and the individual: suggestions for implementing (or improving) an internship program. Communication education, 33 (1), p.53.
Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1995). Learning networks. Cambridge, MA: MIT Press.
Hargreaves, D. H. (2000). The production, mediation and use of professional knowledge among teachers and doctors: a comparative analysis. In Center for Educational Research and Innovation (Ed.). Knowledge management in the learning society. Paris: OECD.
Harriman, G. (2004). What is blended learning? E-learning resource. Retrieved Sep, 23, 2007, from http://www.grayharriman.com/blended_learning.htm
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Hennessey, M. G. (2003). Meta-cognitive aspects of students’ reflective discourse: Implications for intentional conceptual change teaching and learning. In G. M. Sinatra and P. R. Pintrich (Eds.). Intentional conceptual change. New Jersey: Lawrence Erlbaum Associates Publishers.
Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139-146.
Irons, L. R., Keel, R., & Bielema, C. L. (2002). Blended learning and learner satisfaction: Key to user acceptance? Retrieved Oct, 17, 2007, from http://www.usdla.org/html/journal/DEC02_Issue/article04.html
Jenlink, P. K., & Kinnucan-Welsch, K. (2001). Case stories of facilitating professional development. Teaching and Teacher Education, 17, 705-724.
John, M. C., Chun, W. C., Daniel, R. D., & Philip, L. (2003). Knowledge management support for teachers. Educational Technology, Research and Developmen, 51(4), 42 - 64.
Johnson, D., & Zufall, L. (2004). Web watch-Not just for kids anymore: Webquests for professional development. Reading On-line, 7 (5). Retrieved Oct. 23, 2007 from http://www.readingonline.org/electronic/elec_index.asp
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American journal of distance education, 9(2), 7-27.
Kau, C. V. (1981) . Growth of a teacher in a communication project. University of Illinois at Urbana- Champaign. PH. D.1981.
Khine, M. S., & Lourdusamy, A. (2003). Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion. British Journal of Educational Technology, 34 (5), 671–675.
Knight, P. (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3), 229-241.
Knowles, J. G. (1993). Life-history account as mirrors: A practical avenue for the conceptualization of reflection in teacher education. In J. Calderhead & P. Gate (Eds.). Conceptualizing reflection in teacher development. (pp.70-92). London: The Falmer Press.
Krogh, G. V., Ichijo, K., & Nonaka, I. (2000). Enabling knowledge creation. New York: Oxford University Press.
Lambe, J., & Clarke, L. (2003). Initial teacher education online: Factors influencing the nature of interaction in computer conferencing. European Journal of Teacher Education, 26(3), 351-363.
Laurinda, L., Jose, M., & Aldo, B. (2007). Teachers’ and prospective teachers’ explanations of liquid-state phenomena: A comparative study involving three european countries. Journal of Research in Science Teaching, 44(2), 349-374.
Lee, G. C., & Wu, C.-C. (2006). Enhance the teaching experience of pre-service teachers through use of videos in web-based CMC. Innovations in Education & Teaching International, 43(4), 369-380.
Licklider, B. L. (1997). Breaking ranks: Changing the in-service. (ERIC Document Reproduction Service No. EJ368683)
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA:Sage.
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teaches of science and mathematics. Corwin Press: California.
Marsh, J. (2001). How to design effective blended learning. Retrived Oct, 23, 2006 from http://www.tjtaylor.net/Research/Effective Blended Learning-Introduction.pdf
Marx, R. W., Freeman, J. G., Krajcik, J. S., & Blumenfeld, P. C. (1998). Professional development of science teachers. In B. J. Fraser & K. G. Tobin (eds.), International handbook of science education, (pp.667-680). Great Britain: Kluwer Academic Publishers.
McGinnis, J.R., Parker, C.,& Graeber, A. O. (2004). A cultural perspective of the induction of five reform-minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41(7), 720-747.
Myers, C. B. (1997, February). Recon-ceptualizing learning, teaching, and schools asthe next stage in teacher education reform andschool renewal. Paper presented at the AnnualMeeting of the American Association of Collegesfor Teacher Education, 49th, Phoenix, AZ.
National Research Council. (2000). How people learn: Brain, mind, experience, and school. In J. D. Bransford, A. L. Brown, & R. R. Cocking (Eds.), Committee on developments in the science of learning. Washington, D. C. National Academy Press.
Nickles, D., & Walter, D. (1998). Practitioners’ research: Changes in pre-service elementary teachers’ conceptions about science and science teaching and learning. Retrieved Oct 2, 2004, from http://www.educ.sfu.ca/narstsite/conference/98conference/Nickles_Walter.pdf
Nonaka, I., & Konno, N. (1998). The concept of ba-building a foundation for knowledge creation. California Management Review, 40(3), 40-54.
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.
Northfield, J., Gunstone, R. and Erickson, G. (1996). A constructivist perspective on science teacher education. In Treagust, DF, Duit, R. and Fraser, BJ (Eds.), Improving Teaching and Learning in Science and Mathematics, (pp.201-211). New York: Teachers College, Columbia University.
Ojanean, S. (1993). A process in which personal pedagogical knowledge is created through theteacher education experience. (ERIC Document Reproduction Service No. ED398200)
O'Leary, D. E. (1998). Enterprise knowledge management. Computer, 31(3), 54-61.
Oliver, M., & Trigwell, K. (2005). Can blended learning be redeemed? E-Learning, 2(1), 17-26.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233.
Paillotet, A. W. (1995). I never saw that before: A deeper view of video analysis in teacher education. Teacher Educator, 31, 138-156.
Palloff, R., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco, Press, New York.
Peterson, N. (1982). Developmental variables affecting environmental sensitivity in professional environmental educators. Unpublished master thesis, Southern Illinois University, Carbondate, IL.
Polettini, A. F. (2000). Mathematics teaching life histories in the study of teachers’ perceptions of change. Teaching and Teacher Education, 16, 765-783.
Porter, L. R. (2004). Developing an online curriculum: Technologies and techniques. Hershey, PA: Information Science Publishing.
Riffell, S. K., & Sibley, D. H. (2003). Learning online - student perceptions of a hybrid learning format. Journal of College Science Teaching, 32(6), 394-399.
Rodes, P., Knapczyk, D., Chapman, C., & Chung, H. (2000). Using web-based instruction to increase in-service teacher's involvement in professional development. Technical Horizons in Education Journal, 27, 94-102.
Rodriguez, Y. E., Sjostrom, B.R. & Alvarez, I.(1998, February). critical reflective teaching: aconstructivist approach to professionaldevelopment in student teaching. Paperpresented at the Annual Meeting of the AmericanAssociation of Colleges for Teacher Education, New Orleans, LA.
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26-32.
Ross, D. D. (1990). Programmatic structures for the preparation of reflective teachers. In K.T. Clift, Houston,W.Kobert & M.C. Pugach (Eds.), Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.
Roth, W-M., Tobin, K., Carambo, C. & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89(4), 675-702.
Rovai, A. P., & Barnum, K. T. (2004). On-line course effectiveness: an analysis of student interactions and perceptions of learning. Journal of Distance Education, 18(1), 57-73.
Russell, T., & Hyrcenko, M. (2006). The role of metaphor in a new science teacher’s learning from experience. In Peter J. Aubusson, Allan G. Harrison & Stephen M. Ritchie (Eds.), Metaphor and Analogy in Science Education (pp. 131-142). Dordrecht, the Netherlands: Springer.
Sallis, E., & Jones, G. (2002). Knowledge management in education: Enhancing learning & education. London: Kogan Page.
Schneider, R. M., Krajcik, J., & Blumenfeld, P. (2005). Enacting reform-based science materials: The range of teacher enactments in reform classrooms. Journal of Research in Science Teaching, 42(3), 283-312.
Schoonmaker, F. (2002). Growing up" teaching: from personal knowledge to professional practice. Columbia University: Teachers College Press.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Singh, H. (2003). Building effective blended learning programs. Education and Technology, 43(6), 51-54.
Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Retrieved Oct, 19, 2007, from http://www.bookstoread.com/framework/blended-learning.pdf
Smith, J. M. (2001). Blended learning: An old friend gets a new name. Retrieved April 25, 2006, from: http:// www.gwsae.org/Executiveupdate/2001/March/blended.htm.
Sorensen, E. K., & Takle, E. S. (1998). Collaborative knowledge building in web-based learning: Assessing the quality of dialogue. Paper presented at the Annual Meeting of ED-MEDIA 1998-- World Conference on Educational Multimedia, Hypermedia & Telecommunications. Finland: Tampere.
Sweeney, A. E., Bula, D. A., & Cornett, J. W. (2001). The role of personal practice theories in the professional development of a beginning high school chemistry teacher. Journal of Research in Science Teaching, 38(4), 408-441.
Terashima, K., Ikai, R., Yoshida, Y., Kamei, M., & Kubota, K. (2004). Blended learning model for multimedia production course. Paper presented at the Meeting of World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lugano, Switzerland.
Throne, K. (2003). Blended learning. London: Kogan Page.
Tobin, K., Roth, W-M., & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38(8), 941-964.
Tsang, W. K. (2003). Journaling from internship to practice teaching. Reflective Practice, 4(2), 221-240.
Valiathan, P. (2002). Blended learning models. Retrieved Apr. 23, 2007, from http://www.learningcircuits.org/2002/aug2002/valiathan.html.
Van Driel, J. H., Beijaard, D. & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.
Vinson, B. M. (1995, November). A comparison of sense of efficacy before and after clinical experience for pre-student-teaching novices in an elementary methods program. Paper presented at the annualmeeting of the Mid-South Educational Research Association. (ERIC Document Reproduction Service No. ED 394 914).
Vygotsky, L. S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: The Harvard University Press. (Originally published 1930, New York: Oxford University Press).
Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: a critical review. Review of Educational Research, 72(3), 481-546.
Wang, K. H., Huang, S. C., Chang, W. H., Lin, S. H., & Lee, S. W. (2004). Design and implementation of a web-based environment to support biology teacher professional development in Taiwan. Paper present at the National Association for Research in Science Teaching, New Orleans, La. U.S.A
Waxman, H. C. & Walberg, H. J. (1991). Effective teaching: current research. CA: McCutchan publishing Corporation.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Willett, H. G. (2002). Not one or the other but both: Hybrid course delivery using webTV. The Electronic Library, 20(5), 413-419.
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSA Bullitin, 88(638), 41-58.
Wu, C.-C. & Lee, G. C. (2004). Use of computer-mediated communication in a teaching practicum course. International Journal of Science and Mathematics Education, 2(4), 511-528.
Young, J. R. (2002). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. The Chronicle of Higher Education, 48(28), Retrieved Sep, 23, 2007, from http://chronicle.com/free/v48/i28/28a03301.htm.
Zahar, A. (2004). Elements of teachers' pedagogical knowledge regarding instruction of high order thinking. Journal of Science Teacher Education, 15(4), 293-312.
Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., & Land, S. (2002). Scaffolding preservice science teachers’ evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437-63.