Ashraafi, N, Talebinejad, M. R., & Shahrokhi, M. (2020). The contribution of core reflection supervision through the onion model to Iranian EFL teachers' professional development. Teaching English Language. 14(2), 89-110.
Akyel, A. (2000). Collaboration to explore teaching: A case study report. TESL Canada Journal. 18(1), 58-74.
Boyd, A., Gorham J. J., Justice, J. E., & Anderson, J. L. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly, 40(3), 27-49.
Brandt, C. (2008). Integrating feedback and reflection in teacher preparation. ELT journal, 62(1), 37-46.
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers' reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382.
Caudle, L. A. (2013). Using a sociocultural perspective to establish teaching and social presences within a hybrid community of mentor teachers. Adult Learning, 24(3), 112-120.
Chung, H. Q., & van Es., E. A. (2014). Pre-service teachers' use of tools to systematically analyze teaching and learning. Teachers and Teaching, 20(2), 113-135.
Cirocki, A., & Farrell, T. S. C. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23.
De Wever, B., Schellens, T., Valcke, M., &Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers and Education, 46(1), 6-28.
Dewey, J. (1933). How we Think: A restatement of the relation of reflective thinking to the educative process. Henry Regnery Co.
Farrell, T. S. C. (2015a). It’s not who you are! It's how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79–88.
Farrell, T. S. C. (2015b). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Finlay, L. (2008). Reflecting on reflective practice. Practice-based Professional Learning Paper, 52, 1–27.
Garrison, D. R, Anderson T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
Gee, J. P. (2004). Situated Language and Learning: A critique of traditional schooling. Routledge.
Goktalay S. B. (2015). The impact of face book in teaching practicum: teacher trainees' perspectives. Educational Research and Reviews, 10(17), 2489-2500.
Hall, L.A. (2018). Using blogs to support reflection in teacher education. Literacy Research and Instruction, 57(1), 26-43.
Hanuscin, D. L., Cheng Y. W., Rebello, C., Sinha, S., and Muslu, N. (2014). The affordances of blogging as a practice to support ninth-grade science teachers’ identity development as leaders. Journal of Teacher Education, 65(3), 207-222.
Hiebert, J., Morris, A. K, Berk, D., and Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.
Introne, J. E., Drescher, M. (2013, February). Analyzing the flow of knowledge in computer mediated teams. On Computer Supported Cooperative Work ACM, NewJersey, The United States.
Jenkins, H, Purushotma, R, Weigel, M, Clinton, K., & Robinson, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.
Killeavy M, Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), 1070-1076.
Khodabandeh, F., & Naseri, E. (2020). Exploring the impact of common vs. restricted social networks on English foreign language learners' writing skill. Journal of Language Horizons, 4(2), 81-100.
Kraft, N. P. (2002). Teacher research as a way to engage in critical reflection: A case study. Reflective Practice, 3(2), 75-189.
Krutka, D. G, Bergman D. J, Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83-93.
Lee, H. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
Lee, H. (2010). Facilitating preservice teachers’ reflection through interactive online journal writing. Physical Education, 67(3), 128-139.
Leijen Ä., Valtna K., Leijen D. A, & Pedaste, M. (2012) How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203-217.
Lieberman, A., Pointer Mace, D. H. (2009). The role of accomplished teachers in professional learning communities: Uncovering practice and enabling leadership. Teachers and Teaching: Theory and Practice, 15(4), 459-470.
Luk, J. (2008). Assessing teaching practicum reflections: Distinguishing discourse features of the “high” and “low” grade reports. System, 36(4), 624-641.
Mills, K., Chandra, V. (2011) Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy, 55(1), 35-45.
Morris, J., Stew, G. (2007). Collaborative reflection: how far do 2: 1 models of learning in the practice setting promote peer reflection? Reflective Practice, 8(3), 419-432.
Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383-422.
Petko, D., Egger N., & Cantieni, A. (2017). Weblogs in teacher education internships: promoting reflection and self-Efficacy while reducing stress. Journal of Digital Learning in Teacher Education, 33(2), 78-87.
Prestridge, S. (2014). A focus on students' use of Twitter - their interactions
with each other, content and interface. Active Learning in Higher Education, 15(2), 101-115.
Priddis L, Rogers, S.H. L. (2018). Development of the reflective practice questionnaire: Preliminary findings. Reflective Practice, 19(1), 89-104.
Prilla, M, Nolte, A., Blunk, O., Liedtke, D., & Renner, B. (2015). Analyzing collaborative reflection support: a content analysis approach. In: European conference on computer cooperative work supported, Oslo: Norway, 19-23 September 2015, (pp. 123-142). Springer.
Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56(3), 237-253.
Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and in service teachers with different levels of experience. Action in Teacher Education, 34(1), 26-40.
Raelin, J. A. (2002). I don't have time to think! versus the art of reflective practice. Reflections, 4(1), 66-79.
Soodmand Afshar, H. Hosseini Yar, Sh. (2019). Investigating the Relationship between Attitude towards Professional Development, Reflective Teaching, Self-Efficacy, and Job Performance of Iranian English as a Foreign Language Teachers. Teaching English Language, 13(2), 147-179.
Teräs, H. (2016). Collaborative online professional development for teachers in higher education. Professional Development in Education, 42(2), 258-275.
Yalom, I. D. (1970). The Theory and Practice of Group Psychotherapy. Basic Books.
Yang, S. H. (2009). Using blogs to enhance critical reflection and community
of practice. Journal of Educational Technology and Society, 12(2), 11-21.
Yates, L., Nguyen, T. T. (2012). Beyond a discourse of deficit: The meaning of silence in the international classroom. The International Education Journal: Comparative Perspectives, 11(1), 22-34.
Zhu, X. (2011). Student teachers’ reflection during practicum: Plenty on action, few in action. Reflective Practice, 12(6), 763-775.