[1] Janík, T. (2005) Znalost jako klí?ová kategorie u?itelského vzdělávání. Paido, Brno.
[2] Clark, C.M. and Peterson, P.L. (1986) Teachers Thought Processes. In: Wittrock, M.C., Ed., Handbook of Research on Teaching, MacMilllan, London.
[3] Schlee, J. and Wahl, D., Eds. (1978) Ver?nderung subjectiver Theorien von lehrern. Universit?t Oldenburg, Oldenburg.
[4] Blecha, I. (2006) Proměny fenomenologie—úvod do Husserlovy filosofie. Triton, Praha.
[5] Strobachová, B. Roger Sages, fenomenologie vyznamu a MCA. In. Gulová, L. and ?íp, R., Eds., Vyzkumné metody v pedagogické praxi, Grada Publishing, Praha.
[6] Blí?kovsky, B. (1997) Systémová pedagogika pro stadium a tv?r?í praxi. Amosium Servis, Ostrava.
[7] Lenzen, D. (1998) General Theory of Education; A Subdiscipline or the Central Discipline of Educational Studies? Education, 56, 77, 98.
[8] Svátek, V. (2002) Ontologie a WWW. In. Datakon. Cz.
[9] Sages, R. and Lundsten, J. Meaning Constitution Analyses: A Penomenological Approach to Research in Human Sciences. (On-Line) http://www.iaccp.org/drupal/sites/default/files/spetses_pdf/22_Sages.pdf