1. Day, C. (1999). Developing Teachers: The challenge of lifelong learning. Falmer Press.
2. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–181 pp.
3. Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals. Longman Publishing Group, 95 Church Street, White Plains, NY 10601.
4. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8), 3–15 pp.
5. Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. Addison-Wesley Longman Ltd.
6. Zahorik, J. A. (1987). Teachers’ collegial interaction: An exploratory study. The Elementary School Journal, 385–396 pp.
7. Pellegrin, R. J. (1976). Schools as work settings. Handbook of work, organization, and society, 343–374 pp.
8. Little, J. W. (1999). Colleagues of choice, colleagues of circumstance: Response to M. Fielding. Australian Educational Researcher, 26(2), 35–44 pp.
9. Briscoe, C., & Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual change in elementary science teaching. Science Education, 81(1), 51–65 pp.
10. Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91–105 pp.
11. Senge, P. M., & Sterman, J. D. (1992). Systems thinking and organizational learning: Acting locally and thinking globally in the organization of the future. European Journal of Operational Research, 59(1), 137–150 pp.
12. Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89–100 pp.
13. Williams, A., Prestage, S., & Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching: International research and pedagogy, 27(3), 253–267 pp.
14. Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. A review. Zeitschrift für Pädagogik, 52(2), 220–237 pp.
15. Lortie, D. C. (1975). School teacher: A sociological inquiry. University of Chicago Press.
16. Hargreaves, A. (1994). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854 pp.
17. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826 pp.
18. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman Publishing Group.
19. Handelzalts, A. (2009). Collaborative curriculum development in teacher design teams. University of Twente.
20. Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84(9), 693–700 pp.
21. Pukkila, P., DeCosmo, J., Swick, D., & Aorld, M. (2007). How to engage in collaborative curriculum design to foster undergraduate inquiry and research in all disciplines? Retrieved from www.unc.edu/depts/our/pdf/cur_chapter18.
22. Dooner, A., Mandzuk, D., & Clifton, R. (2008). Stages of collaboration and the realities of professional learning communities. Teaching and Teacher Education, 24(3), 564–574 pp.
23. Nieeven, N., Handelzalts, A., van den Akker, J., & Homminga, S. (2005). Teacher design teams: A scenario for school-based curriculum innovation. Paper presented at the ECER 2005, Dublin.