Akyeampong, K., Pryor, J. & Ghartey, A. J. (2006). A vision of successful schooling: Ghanaian teachers’ understanding of learning, teaching and assessment. Comparative Education, 42, 155-176.
 Amoah, S. A. (2011). The reflective and collaborative practices of teachers in Ghanaian basic schools: A case study. Unpublished Ph.D. Thesis, Nottingham: University of Nottingham.
 Argyris, C. & Schon, D. A. (1996). Organisational learning II: Theory, methods, and practice. New York: Addison-Wesley Publishing Company.
 Bereiter, C. (2002). Education and mind in the knowledge society. Mahwah, NJ: Lawrence Erlbaum Associates.
 Bryman, A. (2008). Social research methods (3nd ed.). Oxford: Oxford University Press.
 Comer, J. C. (1980). The influence of mood on student evaluations of teaching. Journal of Educational Research, 73, 229-232.
 Coyle, D. (2002). The case for reflective model of teacher education in fundamental principles module. Nottingham: University of Nottingham.
 Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
 Day, C. (1999). Professional development and reflective practice: Purposes, processes and partnership. Pedagogy, Culture and Society, 7, 2.
 Feldman, A. (2007). Validity and quality in action research. Educational Action Research, 15, 21-32. doi:10.1080/09650790601150766
 Fielding, M., Brag, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C., & Thorp, J. (2005). Factors influencing the transfer of good practice. Research Report, Falmer: University of Sussex & Demos.
 Fook, J. & Gardner, F. (2007). Practicing critical reflection: A resource handbook. Berkshire: Open University Press.
 Gallimore, R. & Stigler, J. (2003). Closing the teaching gap: Assisting teachers to adapt to change. In Richardson (Ed.), Whither Assessment (pp. 25-36), London: Qualifications and Curriculum Authority.
 Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards a definition and implementation. Teaching & Teacher Education, 11, 33-49. doi:10.1016/0742-051X(94)00012-U
 Heath, C., Crow, T., & Wiles, A. (2004). Analysing interaction: Video, ethnography and situated conduct. In T. May (Ed.), Qualitative research in action. London: Sage.
 Heikkinen, H. L. T., Hutunen, R., & Syrjala, L. (2007). Action research and narrative: Five principles for validation. Educational Action Research, 15, 5-21. doi:10.1080/09650790601150709
 Markham, M. (1999). Through the looking glass: Reflective teaching through a Lacanian lens. Curriculum Inquiry, 29, 55-76.
 Mattessich, P. W., & Monsey, B. R. (1997). Community building: What makes it work. Saint Paul, MN: Fieldstone Alliance.
 McLaughlin, M. W., & Talbert, J. E. (2006). The contexts in question: The secondary school workplace. In: McLaughlin, M. W., Talbert, J. E., & Bascia, N. (Eds.), The contexts of teaching in secondary schools. New York: Teachers’ College Press.
 Minott, M. A. (2006). Reflection and reflective teaching: A case study of four seasoned teachers in the Cayman islands. Unpublished Ph.D. Thesis, Nottingham: University of Nottingham.
 Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educator: Improving schooling through professional development. Thousand Oaks, CA: Corwin Press Inc.
 Rarieya, J. F. A. (2005). Reflective dialogue: What’s in it for teachers? A Pakistan case. Journal of In-Service Education, 31, 313-335.
 Schon, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
 Sherin, M. G., & Hans, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
 Silverman, D. (2006). Interpreting qualitative data. London: Sage Publications.
 Slote, M. (2010). Reply to Noddings, Darwall, Wren, and Fullinwider. Theory and Research in Education, 8, 187-197.
 Stark, L. J., Spirito, A., Williams, C. A., & Guevremont, D. C. (2006). Common problems and coping strategies: Findings with normal adolescents. Journal of Abnormal Child Psychology, 17, 203-212.
 Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers. Thousand Oak, CA: Corwin Press.
 UNESCO Principal Regional Office for Asia and the Pacific (UNESCO PROAP) (2000). Increasing the number of women teachers in rural schools. Bangkok: UNESCO PROAP.
 Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1, 33-50.
 Yin, R. K. (2009). Case study research: Design and methods (3rd ed.). London: Sage Publications.