[
Anyolo, E. O., Karkkainen, S., & Keinonen, T. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64–81. https://doi.org/10.2478/jtes-2018-000410.2478/jtes-2018-0004
]Search in Google Scholar
[
Ball, S. J. (2018). Commercializing education: Profiting from reform! Journal of Education Policy, 33(5), 587–589.10.1080/02680939.2018.1467599
]Search in Google Scholar
[
Brown, C., & Flood, J. (2020). The three roles of school leaders in maximizing the impact of Professional Learning Networks: A case study from England. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.10151610.1016/j.ijer.2019.101516
]Search in Google Scholar
[
Chen, P., & Wang, T. (2015). Exploring the evolution of teacher professional learning community: A longitudinal case study at a Taiwanese high school. Teacher Development, 19(4), 427–444.10.1080/13664530.2015.1050527
]Search in Google Scholar
[
Chookhamphang, C. (2017). Professional Learning Community. Journal of Educational Measurement Mahasarakham University, 23(2), 1–6.
]Search in Google Scholar
[
Damjanovic, V. & Blank, J. (2018). Building a professional learning community: Teacher’s documentation of and reflection on preschoolers’ work. Early Childhood Education Journal, 46, 567–575.10.1007/s10643-017-0888-0
]Search in Google Scholar
[
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.
]Search in Google Scholar
[
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at Work (2nd ed.). Solution Tree.10.4135/9781452218991.n8
]Search in Google Scholar
[
Feldman, J. (2020). The role of professional learning communities to support teacher development: A social practice theory perspective. South African Journal of Education, 40(1). https://doi.org/10.15700/saje.v40n1a166810.15700/saje.v40n1a1668
]Search in Google Scholar
[
Gopalakrishnan, A. C., Bhaskaran, S., & Ambujakshi, S. (2019). Relationship between proactivity and personal pedagogical knowledge in ESD among pre-service teachers: Sub-sampling on social media usage and subject Discipline. Journal of Teacher Education for Sustainability, 21(2), 73–90. https://doi.org/10.2478/jtes-2019-001810.2478/jtes-2019-0018
]Search in Google Scholar
[
Hrusa, N. A., Islas, P. M., Schneider, J. A., & Vega, I. J. (2020). Policies for teacher professionalization in Mexico’s education reform. In M. R. Fernando (Ed.), Empowering teachers to build a better world. How six nations support teacher for 21st century education (pp. 63–85). Springer Briefs in Education. https://doi.org/10.1007/978-981-15-2137-9_410.1007/978-981-15-2137-9_4
]Search in Google Scholar
[
Jetly, M., & Singh, N. (2019). Analytical study based on perspectives of teacher educators in India with respect to education for sustainable development. Journal of Teacher Education for Sustainability, 21(2), 38–55. https://doi.org/10.2478/jtes-2019-001610.2478/jtes-2019-0016
]Search in Google Scholar
[
Kanjanawasi, S. (2015). Changes of CIPP model: Meaning, importance, and development. Journal of Education Rajabhat Maha Sarakham University, 12(2), 11–20.
]Search in Google Scholar
[
Little, M. E. (2020). Collaboration and connections among middle school teachers of mathematics: Enhancing efficacy through professional learning communities. Southeastern Regional Association of Teacher Education Journal, 29(1). https://files.eric.ed.gov/fulltext/EJ1243775.pdf
]Search in Google Scholar
[
Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45. http://www.ijcrsee.com/index.php/ijcrsee/article/view/8/410.5937/ijcrsee1802033M
]Search in Google Scholar
[
Meesuk, P. (2020). Educational research (2nd ed.). Triple Education.
]Search in Google Scholar
[
Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 22(1), 98–110.10.2478/jtes-2020-0008
]Search in Google Scholar
[
Meeuwen, P. V., Huijboom, F., Rusman, E., Vermeuln, M., & Imants, J. (2019). Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education. European Journal of Teacher Education, 405–427. https://doi.org/10.1080/02619768.2019.169399310.1080/02619768.2019.1693993
]Search in Google Scholar
[
Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society, and Education, 7(3), 279–294.10.25115/psye.v7i3.519
]Search in Google Scholar
[
Nketsia, W., Opoku, M. P., Saloviita, T., & Tracey, D. (2020). Teacher educators’ and teacher trainees’ perspective on teacher training for sustainable development. Journal of Teacher Education for Sustainability, 22(1), 49–65. https://doi.org/10.2478/jtes-2020-000510.2478/jtes-2020-0005
]Search in Google Scholar
[
Office of the Education Council. (2018). Education in Thailand 2018. Prigwhan Graphic.
]Search in Google Scholar
[
Saltkjel, T., Toge, A. G., Malmberg-Heimonen, I., Borg, E., Lyng, S. T., Wittrock, C., ... Lund, T. (2018). Research protocol: A cluster-randomized study evaluation the effects of a model for improving inter-professional collaboration in Norwegian primary schools. International Journal of Educational Research, 91, 41–48.10.1016/j.ijer.2018.07.001
]Search in Google Scholar
[
Sergiovanni, T. (1994). Building community in schools. Jossey Bass.
]Search in Google Scholar
[
Stoll, L. (2011). Leading professional learning communities. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 103–117). SAGE Publications Ltd.10.4135/9781446288931.n8
]Search in Google Scholar
[
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.10.1007/s10833-006-0001-8
]Search in Google Scholar
[
Stufflebeam, D. L. (2015). CIPP evaluation model checklist: A tool for applying the CIPP model to assess projects and programs. Western Michigan University Evaluation Center.
]Search in Google Scholar
[
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford.
]Search in Google Scholar
[
Sumaryanta, Mardapi, S., Sugiman, & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48–66.10.2478/jtes-2019-0004
]Search in Google Scholar
[
Tavakkoli, Z. & Rashidi, N. (2020). A study on the status of sustainability education among Iranian EFL instructors: Developing a glocalized model. Journal of Teacher Education for Sustainability, 22(2), 66–89. https://doi.org/10.2478/jtes-2020-001710.2478/jtes-2020-0017
]Search in Google Scholar
[
Teacher’s Council of Thailand. (2019). Meeting documents explaining the professional development of teachers and education personnel in the form of the professional learning community (PLC). Office of Teacher Council of Thailand.
]Search in Google Scholar
[
Theresa, M. (2021). Ministry of Education Management members’ perceptions of shared organizational vision. (Doctoral dissertation, Walden University).
]Search in Google Scholar
[
UNESCO. (2020). Inclusion and education: All means all. UNESCO.
]Search in Google Scholar
[
UNESCO. (2000). Reforming learning, curriculum and pedagogy: Innovative visions for the new century. UNESCO.
]Search in Google Scholar
[
Vitale, A., Lackey, R., Trayha, M., & White, R. (2020). From translational to transformational: Establishing CLIC’s vision for a research education and training community. Journal of Clinical and Translational Science, 4(1), 62. https://doi.org/10.1017/cts.2020.21310.1017/cts.2020.213
]Search in Google Scholar
[
Yamkasikorn, M. (2016). Professional Learning Community: Challenges towards teacher self-change. In the annual conference of Teacher Council of Thailand is entitled “The learning innovation research and education management for the sustainable development 2016”. Office of Teacher Council of Thailand.
]Search in Google Scholar
