Overview of innovative online trainings

Aula Mentor. (n.d.). Retrieved from http://www.mentor.mec.es/

Borko, H. (2004). Professional development and teaching learning : Mapping the terrain. Educational Researcher, 33(3), 3–15.

CESIE. (2013). LION (Learning, lIving, wOrking for Neet-group) For a holistic approach of work with NEETs. Retrieved from http://cesie.org/en/in-action/european-cooperation/lion-neet/)

Chang, V., & Wills, G. (2013). A University of Greenwich case study of cloudcomputing. E-logistics and e-supply chain management : Applications for evolving business, 232.

Cole, P. (2012). Linking effective professional learning with effective teaching practice. Melbourne : PTR Consulting and AITSL.

Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education 60(1), 8–19.

Guerra, N. G., & Bradshaw, C. P. (2008). Linking the prevention of problem behaviors and positive youth development : Core competencies for positive youth development and risk prevention. In N. G. Guerra & C. P. Bradshaw (Eds.), Core competencies to prevent problem behaviors and promote positive youth development. New Directions for Child and Adolescent Development, 122, 1–17.

European Commission. (2012a). Supporting the teaching professions for better learning outcomes. Commission staff working document. Strasbourg : European Commission.

European Commission. (2012b). Assessment of key competences in initial education and training : Policy Guidance. Commission staff working document. Strasbourg : European Commission.

European Commission. (2013). Reducing early school leaving : Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Brussels : European Commission.

European Commission/EACEA/Eurydice/Cedefop. (2014). Tackling early leaving from education and training in Europe : Strategies, policies and measures. Eurydice and Cedefop Report. Luxembourg : Publications Office of the European Union.

EVFET. (n.d.). DISCO – Digital Second chance Opportunities. Retrieved from http://www.efvet.org/index.php?option=com_content&task=view&id=590&Itemid=223

Flandin, S. & Lussi Borer, V. (2016). Using video to train teachers : An example in the workplace. Presentation at the European meeting of trainers ‘Collaborative work to prevent ESL in Europe what kind of training ?’, Lyon, 29 January 2016.

Glow Connect. (n.d.). Retrieved from http://connect.glowscotland.org.uk/

Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review. Retrieved from https://hbr.org/2007/11/eight-ways-to-build-collaborative-teams

Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21, 157–176.

Leblanc, S., & Ria, L. (2013). Designing the Néopass@ction platform based on modeling of beginning teachers’ activity. Design and Technology Education : An International Journal, 19(2), 40–51.

MyTeachingPartner™. (n.d.). Retrieved from http://curry.virginia.edu/research/centers/castl/mtp

The National Staff Development Council. (2001). Standards for staff development, revised edition. Oxford : National Staff Development Council.

LION Learning (n.d.). Retrieved from http://www.lionlearning.eu/about

Neopass@ction. (n.d.). Retrieved from http://neo.ens-lyon.fr/neo

OECD. (2009). Teaching and learning international survey. Creating effective teaching and learning environments first results from Talis. Paris : OECD.

OECD. (2014). Talis 2013 results : An international perspective on teaching and learning. OECD Publishing. http://dx.doi.org/10.1787/9789264196261-en

OpeningUpSlovenia. (n.d.). Retrieved from http://ouslovenia.net/

Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education views of Serbian teachers and teacher educators. Teaching, 26(3), 694–703.

Paulus, T. M. (2005). Collaborative and cooperative approaches to online group work : The impact of task type. Distance Education, 26(1), 111–125.

Pedro, F. (2005). Comparing traditional and ICT-enriched university teaching methods : Evidence from two empirical studies. Higher Education in Europe, 30(3–4), 399–411.

Roberts, A. M., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J. T., Williford, A. P., & Pianta, R. C. (2014). Individual and contextual factors associated with pre-kindergarten teachers’ responsiveness to the Myteachingpartner coaching intervention. Prevention Science, November 2014. SpringerLink. Retrieved from http://link.springer.com.ezproxy.lib.ukm.si/article/10.1007/s11121-014-0533-8/fulltext.html

SecondChanceEducation.eu. (n.d.). The European learning platform for teachers. Retrieved from http://www.secondchanceeducation.eu

Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning : A critical review of the literature. International Journal of Science Education, 34(9), 1337–1370.

Sprague, D. (2006). Editorial : Research agenda for online teacher professional development. Journal of Technology and Teacher Education, 14(4), 657–661. Chesapeake, VA : AACE.

Stoll, L., & Louis, K. S. (2007). Professional learning communities : Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.), Professional learning communities : Divergence, depth and dilemmas (pp. 1–13). Berkshire, UK : Open University Press.

Todorova, A. & Osburg, T. (2009). Intel® Teach – Advanced Online : Teachers’ use of and attitudes toward online platform for professional development. Conference ICL2009, Villach, Austria.

Verdisco, A. (2002). Aula Mentor. Making connections and building capacities across continents. TechKnowLogia, Knowledge Enterprise, Inc. Retrieved from www.techknowlogia.org/TKL_Articles/PDF/440.pdf

Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are related to teachers’ innovative teaching ? Asia-Pacific Journal of Teacher Education, 41(1), 9–27.