Ary, D. Jacobs, L. C. & Sorensen, C. (2010). Introduction to Research in Education. Wadsworth, Cengage Learning.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15 (7), 5-13.
Berliner, D. C. (1987). Expert and novice interpretations of classroom data. Paper presented to the American Educational Research Association, Washington D C.
Berliner, D. C. (2004). Expert teachers: their characteristics, development and accomplishments. In R. Batllori Obiols, A. E Gomez Martinez, M. Oller i Freixa & J. Pages i. Blanch (eds.), De la teoriaa l’aula: Formacio del professorat ensenyament de las ciències socials, pp. 13-28. Barcelona, Spain: Departament de Didàctica de la Llengua de la Literatura I de les Ciències Socials, Universitat Autònoma de Barcelona.
Borg, S. (2009). Language teacher cognition. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 163-172. Cambridge: Cambridge University Press.
Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501.
Bereiter, C., & Scardamalia, M. (1993). Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago, IL: Open Court.
Calderhead, J. (1983). Research into teachers’ and student teachers’ cognitions: Exploring the nature of classroom practice. Paper presented at the meeting of the American Educational Research Association, Montreal, Canada.
Chiang, L. C. (2003). An ethnographic study on expert teachers' cognition. Available on http://sparc.nfu.edu.tw/~academic/k/k03/25-3/10.pdf.
Clark, M. C. & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), 255-296. New York: Macmillan.
Farrell, T. S. C. (2009). The novice teacher experience. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 83-189. Cambridge University Press.
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41, 1070 – 1082.
Gagné, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown.
Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESOL teachers. TESOL Quarterly, 26 (3), 507-535.
Johnson, K. E. (2002). Understanding communication in second language classrooms. Reprint Edition with Chinese annotations. New York: Cambridge University Press & People's Republic of China: Foreign Language Teaching and Research Press.
Khalaj, S. (2010). A comparison of novice and experienced EFL teachers' pedagogical knowledge in Iran. An MA thesis. Available at http:// ganj.irandoc.ac.ir/articles/download_sparse/509453.
McMahon, L. A. (1995). A study of how teachers employ their teaching skills during interactive decision making. University of Lowell. UMI ProQuest Digital Dissertations- Full Citation &Abstract, DAI-A 56/06.
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.
Milner, H. R. (2001). A qualitative investigation of teachers’ planning and efficacy for student engagement. The Ohio State University. UMI ProQuest Digital Dissertations- Full Citation & Abstract, DAI-A 63/04.
Nunan, D. & Bailey, K. M. (2008). Exploring Second Language Classroom Research: A Comprehensive Guide. Boston: Heinle.
Pilvar, A. & Leijen, A. (2015). Differences in thinking between experienced and novice teachers when solving problematic pedagogical situations. Procedia – Social and Behavioral Sciences 191, 853-858.
Pisova, M. & Janik, T. (2011). On the nature of expert teacher knowledge. Orbis Scholae, Vol. 5, 95-115.
Saphier, J. (2007). John Adams's promise: How to have good schools for all children not just for some. Research for better teaching.
Smith, D. B. (1996). Issues and options in language teaching. Oxford: Oxford University Press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Tsui, A. (2009). Teaching expertise: approaches, perspectives, and characterizations. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 190-197. Cambridge: Cambridge University Press.
Turner, D. S. (1995). Identifying exemplary secondary school teachers: The influence of career cycles and school environment on the defined roles of teachers perceived as exemplary. School of education. Macquarie University.
Westerman, D.A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42 (4), 292-305.
Wolf, C. E., Jorodzka, H., Bogert, N. V. D. & Booshuizen, H. P. A. (2014). Keeping an Eye on learning: differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education. Available at: http://jte.sagepub.com/content/early/2014/09/15/ 0022487114549810. DOI: 10.1177/0022487114549810.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Zarei, A. A. & Afshari, N. (2012). Experienced and novice Iranian teachers’ perceptions as to the effect of intrinsic factors on teacher efficacy. Basic Research Journal of Education Research and Review. Vol. 1(1). 4-14.
)