一、中文部分
中國教育學會與中華民國師範教育學會(2004)。教師專業成長問題研究：理念、問題與革新。臺北市 : 學富文化。
中華民國師範教育學會(2005)。各師資類科教師專業表現之標準訂定計畫。台北市：教育部。
何福田和羅瑞玉(民81)。教育改革與教師專業化。載於中華民國師範教育學會主編，教育專業(1-30頁)。台北市：師大書苑
吳心楷、宋曜廷、簡馨瑩(2010)。錄影分析在教育研究的應用。教育科學研究期刊，55（4），1-37。宋曜廷和潘佩妤(2010)。混合方法研究在教育研究的應用。教育科學研究期刊，55（4），97-130。
范良火(2003)。教師教學知識發展研究。上海市：華東師範大學出版社。
查孟華(譯)(1980)。數學歸納法(原作者：徐道寧)。台北市：凡異出版社
教育部國語推行委員會(民1996)。重編國語辭典修訂本【網路版】。查詢日期：100年12月15日，檢自http://dict.revised.moe.edu.tw/
教育部(2000)。高級中等以下學校及幼稚園教師分級及審定辦法（草案）。
台北市：教育部
陳美玉(1997)。教師專業學習與發展。台北市：師大書苑。
陳亭瑋(2011)。資深高中數學教師教學相關知識的個案研究。國立臺灣師範大學碩士論文，台北市。
曾名秀(2011)。資深高中數學教師教學知識與構思的個案研究。國立臺灣師範大學碩士論文，台北市。饒見維(2003)。教師專業發展理論與實務。台北市：五南出版社。
Creswell, J. W. &; Clark, V. L. (2007)。混合方法研究導論(謝志偉、王慧玉譯)。台北市：心理出版社(2010)。
Bogdan, R. C.,＆Biklen, S. K. (2001)。質性教育研究理論與方法(黃光雄主譯)。嘉義市︰濤石文化。(1998)
Irving S. (2009)。訪談研究法(李政賢譯)。台北市：五南。(2006)
Robert, K. Y. (2001)。個案研究法(尚榮安譯)。台北市︰弘智文化(1994)
Strauss, A.,＆Corbin, J. (2001)。紮根理論研究方法(吳芝儀、廖梅花譯)。嘉義市︰濤石文化。(1998)
二、英文部分
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