Abraham, T. (2019). The practice and challenges of school-based teachers continuous professional development: A case of government secondary schools of Hawassa City in Ethiopia. Educational Research and Reviews, 14(1), 33–43. https://doi.org/10.5897/ERR2018.3646

Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99–109). Cambridge University Press.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903

Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Academic. https://doi.org/10.5040/9781474219871

Bransford, J. D., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1–39). Jossey-Bass.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Celce-Murcia, M. (2001). Teaching English as a second or foreign language (M. Celce-Murcia, Ed.; 3rd ed.). Heinle & Heinle.

Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 45–58). Teachers College Press.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.

Crystal, D. (2012). English as a global language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139196970

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311

Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. Jossey-Bass.

Dasalegn, C. (2009). Continuous teacher professional development: The Ethiopian context. CICE Series, 4(2), 1–18.

Datnow, A. (2011). Creating coherence: District leaders’ use of instructional supervision to align curriculum, instruction and assessment. Journal of Educational Change, 12(2), 231–253. https://doi.org/10.1007/s10833-010-9152-8

Easaw Alemayehu. (2021). Does continuous professional development (CPD) improve teachers performance? Evidences from public schools in Addis Ababa, Ethiopia. Research & Reviews: Journal of Educational Studies. https://www.rroij.com/open-access/does-continuous-professional-development-cpd-improve-teachers-performance-evidences-from-public-schools-in-addis-ababa-ethiopia.php?aid=90108

Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27–45. https://doi.org/10.2307/3587506

Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.

Guskey, T. R. (1999). Applying total quality management principles to staff development. Journal of Staff Development, 20(2), 40–45.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. https://doi.org/10.1080/135406002100000512

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.

Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge.

Joshi, R. D., & Verspoor, A. (2013). Secondary education in Ethiopia: Supporting growth and transformation. World Bank. https://openknowledge.worldbank.org/handle/10986/16286

Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250. https://doi.org/10.1080/13674580500200277

Kennedy, A. (2014). Understanding continuing professional development: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688–697. https://doi.org/10.1080/19415257.2014.955122

Kohl, A. G. (2005). The professional development needs of K–12 ESL and foreign language teachers: A descriptive study. University of North Carolina at Chapel Hill.

Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Palgrave Macmillan. https://doi.org/10.1057/9780230348424

Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge.

Le, M. D., Nguyen, H. T. M., & Burns, A. (2021). English primary teacher agency in implementing teaching methods in response to language policy reform: A Vietnamese case study. Current Issues in Language Planning, 22(1–2), 199–224. https://doi.org/10.1080/14664208.2020.1741209

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: Guided by information power. Qualitative Health Research, 26(13), 1753–1760. https://doi.org/10.1177/1049732315617444

Ministry of Education. (2009). Continuous professional development for primary and secondary school teachers, leaders and supervisors in Ethiopia: The framework. Ministry of Education.

Mitchell, R., Paulson, J., & Wedekind, V. (2024). Teacher professional development in Africa: A critical synthesis of research evidence. International Task Force on Teachers for Education 2030. https://teachertaskforce.org/knowledge-hub/teacher-professional-development-africa

Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. https://doi.org/10.1080/14664208.2016.1126385

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609

Phan, T. T. H. (2017). Learner autonomy in foreign language policies in Vietnamese universities: An exploration of teacher agency from a sociocultural perspective. Current Issues in Language Planning, 18(2), 158–176. https://doi.org/10.1080/14664208.2016.1200586

Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic. https://doi.org/10.5040/9781474219426

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage.

UNESCO. (2023). Technology in education: A tool on whose terms? UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385723

Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Left Coast Press.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004

Wedell, M. (2009). Planning for educational change: Putting people and their contexts first. Continuum.

Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries. Department for InternationalDevelopment. https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf