一、 中文部分：
王國華、段曉林、張惠博（1998）。國中學生對科學教師學科教學之知覺。科學教育學刊，6（4），363-381。
沈湘媛(2012)。高中數學教師教學專業知識的個案研究。國立台灣師範大學碩士論文，台北市。
邱美虹、江玉婷（1997）。初任與資深國中地球科學教師學科教學知識之比較。科學教育學刊，5（4），419-460。林培棠(2012)。兩位資深高中數學教師專門內容知識之嵌入式設計的混合方法研究。國立台灣師範大學碩士論文，台北市。
范良火(2003)。教師教學知識發展研究。上海市：華東師範大學出版社。
張世忠、李俊毅、謝幸芬 (2013)。一個同儕教練為基礎之發展模式對國中科學教師PCK之影響：以「熱與溫度」單元為例。科學教育學刊，21(1), 1-24。張世忠、蔡孟芳、陳鶴元 (2012)。國中科學教師的學科教學知識與科學教學導向之探討。科學教育學刊，20(5)，413-433。鈕文英(2007)。教育研究方法與論文寫作。台北: 雙葉書廊。
教育部(2012)。中華民國師資培育白皮書。台北市：教育部。
教育部、國科會(2010)。【教育部、國科會新聞稿】國際教育成就調查，我國數學師資培育排名第一。2013年8月31日，取自http://tedsm.math.ntnu.edu.tw/news/20100416.html
陳亭瑋(2011)。資深高中數學教師教學知識與教學構思的個案研究。國立臺灣師範大學數學研究所碩士論文，臺北市。
陳霓慧(2006)。八位學生數學教師教學認知和情意面互動的個案研究。國立台灣師範大學碩士論文，台北市。
曾名秀(2011)。資深高中數學教師教學相關知識的個案研究。國立臺灣師範大學數學研究所碩士論文，臺北市。
黃政傑(1997)。課程改革的理念與實踐。台北：漢文。謝豐瑞(2012)。臺灣數學師資培育跨國研究結論與建議。載於謝豐瑞（主編），臺灣數學師資培育跨國研究Taiwan TEDS-M 2008（305-316頁）。臺北：國立臺灣師範大學數學系。
饒見維(1996)。教師專業發展－理論與實際。台北市：五南。
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