Barth, R. S. (1990). Improving schools from within. Jossey-Bass.

Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003

Borton, L. (2000). Working in a Vietnamese voice. Academy of Management Executive, 14(4), 20-29.

Correnti, R. (2007). An empirical investigation of professional development effects on literacy instruction using daily logs. Educational Evaluation and Policy Analysis, 29(4), 262-295. https://doi.org/10.3102/0162373707309074

Dalton, R., & Nguyen, N. T. O. (2005). Civil society and social capital in Vietnam. In: Modernization and social change in Vietnam. Institute for Asia.

Didion, L., Toste, J. R., & Filderman, M.zJ. (2019). Teacher professional development and student reading achievement: A meta-analytic review of the effects. Journal of Research on Educational Effectiveness, 13(1), 29-66. https://doi.org/10.1080/19345747.2019.1670884

Fullan, M. (2011). Leading in a culture of change. Jossey Bass.

Ha, X. V., & Murray, J. C. (2020). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers [Advanced online publication]. Language Teaching Research. https://doi.org/10.1177/1362168820931897

Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 102405. https://doi.org/10.1016/j.system.2020.102405

Ha, X. V., & Nguyen, L. T. (2021). Targets and sources of oral corrective feedback in English as a foreign language classrooms: are students' and teachers' beliefs aligned? Frontiers in Psychology, 12,  697160. https://doi.org/10.3389/fpsyg.2021.697160

Ha, X. V., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550

Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424. https://doi.org/10.1080/00131911.2011.625111

Hairon, S., & Tan, C. (2017). Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91-104. https://doi.org/10.1080/ 03057925.2016.1153408

Hallinger, P., & Liu. S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163-173. https://doi.org/10.1016/j.ijedudev.2016.10.001

Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67(3), 464-476. https://doi.org/10.1016/j.tate.2017.07.008

Hallinger, P., Tran, H. N., & Truong, D. T. (2021). Mapping the professional learning of primary teachers in Vietnam: A multi-method case study. Professional Development in Education. Advanced online publication.  https://doi.org/10.1080/19415257.2021.1879218

Harris, A., & Jones, M. (2019). Leading professional learning with impact. School Leadership and Management, 39(1), 1-4. https://doi.org/10.1080/13632434.2018.1530892

He, P., & Ho, D. (2017). Leadership for school-based teacher professional development: The experience of a Chinese pre-school. International Journal of Leadership in Education, 20(6), 717-732. https://doi.org/10.1080/13603124.2016.1180431

Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. https://doi.org/10.1016/j.tate.2015.11.007

Lieberman, A., & Pointer Mace, D. H. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226-234. https://doi.org/10.1177/0022487108317020

Little, J. W. (2012). Professional community and professional development in the learning-centered school. In M. Kooy & K. Van Veen, (Eds.), Teacher learning that matters: international perspectives (pp. 22-46). Routledge.

Ministry of Education and Training. (2013). Nghi quyet BCHTW so Nghị quyết số 29-NQ/TW ngày 4/11/2013 Hội nghị Trung ương 8 khóa XI về đổi mới căn bản, toàn diện giáo dục và đào tạo [Resolution of Central Communist Party Committee of Vietnam No 29-NQ/TW dated 04 November 2013 of Central Committee Congress 8, Term XI on renovating basic and comprehensive education and training of Vietnam]. https://bit.ly/3lw4ez7

Meissel, K., Parr, J. M., & Timperley, H. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163-173. https://doi.org/10.1016/j.tate.2016.05.013

Newmann, F., King, B., & Youngs, P. (2000). Professional development that addresses school capacity: A lessons from urban elementary schools. American Journal of Education, 108(4), 259-299. https://doi.org/10.1086/444249

Nguyen, D. (2003). Fostering quality teaching and school managers thru professional growth plans to keep pace with the policies on educational curriculum innovation at high schools in Tay Ninh province. Education Review, 46, 39-40. (in Vietnamese).

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

Patton, M. Q. (Eds.). (2015). Qualitative research and evaluation methods (4th ed). Sage.

Ping, C. G., Schellings, K., & Beijaard, D. (2018). Teacher educators’ professional learning: a literature review. Teaching and Teacher Education, 75, 93-104. https://doi.org/10.1016/j.tate.2018.06.003

Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teacher professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77-90. https://doi.org/10.1016/j.tate.2017.08.014

Qian, H., Walker, A. D., & Yang, X. (2017). Building and leading a learning culture among teachers: a case study of a Shanghai primary school. Educational Management Administration and Leadership, 45(1), 101-122. https://doi.org/10.1177/ 1741143215623785

Qian, H., Walker, A. D., & Yang, X. (2017). Building and leading a learning culture among teachers: a case study of a Shanghai primary school. Educational Management Administration and Leadership, 45(1), 101-122. https://doi.org/10.1177/ 1741143215623785

Sun-Keung, P. N., Wang, T., & Lai-Mei, L. (2016). Educational reforms and the practices of professional learning community in Hong Kong primary schools. Asia Pacific Journal of Education, 36(2), 231-247. https://doi.org/10.1080/02188791.2016.1148852

Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education.

Tonna, M. A., & Shanks, R. K. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. https://doi.org/10.1080/02619768.2016.1251899

Tran, H. N., & Nguyen, T. H. T. (2019). Implemented activities of English Language Teachers’ Professional Development: A case study in Hong Linh province in Vietnam. The International Journal of Adult, Community and Professional Learning, 26(2), 27-41. https://doi.org/10.18848/2328-6318/CGP/v26i02/27-41

Tran, N. G., Ha, X. V, & Tran, N. H. (2021). EFL reformed curriculum in Vietnam: An understanding of teachers’ cognitions and classroom practices. RELC Journal. [advanced online publication]. https://doi.org/10.1177/00336882211043670

Tran, H. N., Hallinger, P., & Truong, D. T. (2018). The heart of school improvement: A multi-site case study of leadership for teacher learning in Vietnam. School Leadership and Management, 38(1), 80-101. https://doi.org/10.1080/13632434.2017.1371690

Tran, H. N., Nguyen, D. C., Nguyen, G. V., Ho, T. N., Bui, T. Q. T., & Hoang, N. H. (2020). Workplace conditions created by principals for their teachers’ professional development in Vietnam. International Journal of Leadership in Education. Advanced online publication. https://doi.org/10.1080/13603124.2019.1708472

Tran, H. N., Phan, V. N., Doan, H. S., Tran, T. A. D., & Tran, G. N. (2020). Lecturer Professional Development Strategies in a Higher Education Institution in Ha Tinh Province at a Time of Educational Reforms. Educational Studies Moscow, 2(1), 128-151.  https://doi.org/10.17323/1814-9545-2020-2-128-151

Tran, H. N., Truong, D. T., Dinh, T. H. V., Do, T. L. H., Tran, T. T. A., & Phan, T. M. H. (2020). Significance of TPD in response to the current general education reforms in Vietnam: principals and teachers' perceptions. Problems of Education in the 21 Century, 78(3), 449-465. https://doi.org/10.33225/pec/20.78.449

Tran, H. N., Le, A. V., Nguyen, T. H., Tran, C. P., Phan, V. N., & Dinh, T. H. T. (2021). Vietnamese university staffs’ perceptions of lecturer professional development during the CDIO-Based curriculum implementation International Journal of Educational Sciences, 32(1-3), 107-119. https://doi.org/10.31901/24566322.2021/32.1-3.1171

Truong, D. T., Hallinger, P., & Sanga, K. (2016). Confucian values and school leadership in Vietnam: Exploring the impact of culture on principal decision-making. Educational management administration & leadership, 45(1), 77-100. https://doi.org/10.1177/1741143215607877

Vasavakul, T. (2019). Vietnam: A pathway from state socialism. Cambridge University Press. https://doi.org/10.1017/9781108608312

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, 80-91. https://doi.org/10.1016/j.tate.2007.01.004

Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia pacific journal of education, 36(2), 202–216. https://doi.org/10.1080/02188791.2016.1148849

Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739. https://doi.org/10.3102/0034654308330970  

Yin, R. K. (Eds.). (2014). Case study research: Design and methods (5th ed.). Sage.