[1] Budnyk O. Innovative Competence of a Teacher: best European Practices. Journal of Vasyl Stefanyk Precarpathian National University, 6 (1) (2019), 76–89. doi: 10.15330/jpnu.6.1.76-89.

[2] Budnyk O. Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity. Journal of Vasyl Stefanyk Precarpathian National University, 8 (1) (2021), 24-34. doi:10.15330/jpnu.8.1.24-34

[3] Budnyk O., Fomin K., Novoselska N., Voitovych A. Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7 (4) (2020), 117-129.

[4] Budnyk O., Mazur P., Matsuk L., Berezovska L., Vovk O. Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland). Amazonia Investiga, 10 (44) (2021), 9-17. doi:10.34069/AI/2021.44.08.1

[5] Burke A. E., Benson B., Englander R., Carraccio C., Hicks P. J. Domain of Competence: Practice-Based Learning and Improvement. Academic Pediatrics, 14 (2014), 38-54.

[6] Blyznyuk T. Еducational innovations and technological advancement in Еnglish language teaching: training teachers for NUS. Scientific-pedagogical journal “Educational Horizons”, 2 (23) (2019), 19-21. Available at: https://journals.pnu.edu.ua/index.php/obrii/article/view/2446/2898 (in Ukrainian)

[7] Calderhead J. (1993). Dilemmas in developing creative teaching. Teacher Education Quarterly, 20 (1), 93-100.

[8] Charalambous C. Y., Philippou S., & Olympiou G. Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study. Teaching and Teacher Education, 74 (2018), 49-61. doi:10.1016/j.tate.2018.04.002

[9] Dziabenko O., Budnyk O. Go-Lab Ecosystem: using Online Laboratories in a Primary School. 11th annual International Conference on Education and New Learning Technologies. Palma de Mallorca, Spain. 1st-3rd of July, 2019. EDULEARN19 Proceedings. Available at: https://iated.org/edulearn/publications

[10] Freema E. The Teacher’s “Practical Knowledge”: Report of a Case Study. Curriculum Inq uiry, 11 (1) (1981), 43-71. Published by: Taylor & Francis, Ltd. doi: 10.2307/1179510. Available at: https://www.jstor.org/stable/1179510

[11] Hartwig K. A., Pham K., Anderson E. Practice-based teaching and learning: an example of academic-community collaboration. Public Health Reports, 119 (1) (2004), 102-109. doi: 10.1177/003335490411900118

[12] Haw K., Hadfield M. Video in social science research Routledge. New York & London, 2011.

[13] Higgs J. Practice-Based Education Pedagogy. In: Practice-Based Education: Perspectives and Strategies. Rotterdam, The Netherlands: Sense, 2012, 71-80. doi:10.1007/978-94-6209-128-3

[14] Jonas M., Littig B., Wroblewski A. (Eds.) Methodological Reflections on Practice Oriented Theories, Springer, 2017.

[15] Karsenty R., Sherin M. G. Video as a catalyst for mathematics teachers’ professional growth. Journal of Mathematics Teacher Education, 20 (5) (2017), 409-413. doi:10.1007/s10857-017-9387-x

[16] Nielsen W., Miller K., Hoban G. Science teachers’ response to the Digital Education Revolution. Journal of Science Education and Technology, 24 (4) (2015), 417-431.

[17] O'Connor E. S., Mahvi D. M., Foley E. F., Lund, D., McDonald R. Developing a Practice-Based Learning and Improvement Curriculum for an Academic General Surgery Residency. HHS Public Access. J Am Coll Surg, 210 (4) (2010), 411–417. doi: 10.1016/j.jamcollsurg.2010.01.017.

[18] Pitkäniemi H. How the Teacher’s Practical Theory Moves to Teaching Practice – A Literature Review and Conclusions. Education Inquiry, 1 (3) (2010), 157-175. doi: 10.3402/edui.v1i3.21940. Available at: https://doi.org/10.3402/edui.v1i3.21940.

[19] Shahida M. S., Hussainb M. A. Expectations and Experiences of Pupil Teachers during Teaching Practice: Theoretical and Practical Implications. Procedia – Social and Behavioral Sciences, 29 (2011), 1733-1739.

[20] Sherin M. G. & Han S. Y. Teacher learning in the context of a video club. Teaching and Teacher Education, 20 (2) (2004), 163-183. doi:10.1016/j.tate.2003.08.001

[21] Star J. R., Strickland Sh. Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11 (2) (2007), 107-125. doi:10.1007/s10857-007-9063-7.

[22] Xenofontos N. A., Hovardas T., Zacharia Z. C., Jong T. Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment. Journal of Computer Assisted Learning, 36 (3) (2019). doi: 10.1111/jcal.12384. Available at: https://gnosis.library.ucy.ac.cy/bitstream/handle/7/52908/Xenofontos%20et%20al.%20Green%20access.pdf?sequence=3&isAllowed=y

[23] Zhang M., Lundeberg M, Koehler M., Eberhardt J. Understanding affordances and challenges of three types of video for teacherp rofessional development. Teaching and Teacher Education, 27 (2011), 454-462.