1. Ball, D. L. (1990). Breaking with experience in learning to teach mathematics: The role of a preservice methods course. For the Learning of Mathematics, 10(2), 10–16.
2. Berliner, D. C. (1989). Implications of studies of expertise in pedagogy for teacher education and evaluation. In Proceedings of the 1988 educational testing service invitational conference, new directions for teacher assessment (pp. 39–65). Princeton, NJ: Educational Testing Service.
3. Berliner, D. C. (1992). The nature of expertise in teaching. In F. K. Oser, A. Dick, & J.-L. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 227–248). San Francisco: Jossey-Bass.
4. Borasi, R., & Fonzi, J. (2002). Foundations: Professional development that supports school mathematics reform (Vol. 3). Arlington: National Science Foundation.
5. Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194–222.