PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

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• Akhavan, N., Goree, J. M., & Walsh, N. (2021). The benefit of mindfulness professional development for elementary teachers: considerations for district and school level leaders. Journal of School Administration Research and Development, 6(1), 24–42. https://doi.org/10.32674/JSARD.V6I1.2462
  
  Androsova, N., Tsukanova, N., Demchenko, Y., Prybora, T., & Tkachenko, O. (2023). Formation of professional competence of future primary school teachers against the background of large-scale military aggression (a response to the challenges of the times). Journal of Curriculum and Teaching, 12(2), 11–18. https://doi.org/10.5430/jct.v12n3p11
  
  Asiyah, S., Wiyono, B. B., Hidayah, N., & Supriyanto, A. (2021). The effect of professional development, innovative work and work commitment on quality of teacher learning in elementary schools of Indonesia. Eurasian Journal of Educational Research, 2021(95), 227–246. https://doi.org/10.14689/EJER.2021.95.13
  
  Bufasi, E., Cakane, I., Dudareva, I., & Namsone, D. (2024). Professional development for primary school teachers intended to promote students’ spatial ability. International Journal of Engineering Pedagogy, 14(2), 130–144. https://doi.org/10.3991/ijep.v14i2.43673
  
  Chaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers’ TPACK development. Computers and Education: Artificial Intelligence, 3, Article 100064. https://doi.org/10.1016/j.caeai.2022.100064
  
  Elmira, U. (2021). Formation of information and professional competence of primary school teachers with online education. World Journal on Educational Technology: Current Issues, 13(4), 838–850. https://doi.org/10.18844/wjet.v13i4.6269
  
  Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Educational Researcher, 287(2), 226–235. https://doi.org/10.3102/0013189X020001003
  
  Heppt, B., Henschel, S., Hardy, I., Hettmannsperger-Lippolt, R., Gabler, K., Sontag, C., Mannel, S., & Stanat, P. (2022). Professional development for language support in science classrooms: Evaluating effects for elementary school teachers. Teaching and Teacher Education, 109, Article 103518. https://doi.org/10.1016/j.tate.2021.103518
  
  Howell, E., Perez, S., & Abraham, W. T. (2021). Toward a professional development model for writing as a digital, participatory process. Reading Research Quarterly, 56(1), 95–117. https://doi.org/10.1002/rrq.294
  
  Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S., & Tsai, C. C. (2021). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: A study of their structural models and teaching experiences. Educational Studies, 47(6), 734–750. https://doi.org/10.1080/03055698.2020.1729099
  
  Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250. https://doi.org/10.1080/13674580500200277
  
  Kitchenham, B. (2014). Procedures for performing systematic reviews. Keele University Technical Report, 33(2004), 1–26.
  
  Kravik, R., Berg, T. K., & Siddiq, F. (2022). Teachers’ understanding of programming and computational thinking in primary education - A critical need for professional development. Acta Didactica Norden, 16(4), Article 9. https://doi.org/10.5617/adno.9194
  
  Lamanauskas, V., Augienė, D., & Makarskaitė-Petkevičienė, R. (2020). Primary school teachers’ educational research: Educational practice and professional development context. International Journal of Cognitive Research in Science, Engineering and Education, 8(3), 1–18. https://doi.org/10.23947/2334-8496-2020-8-3-1-18
  
  Merwe-Muller, L. V. D., & Dasoo, N. (2021). South African teachers’ experiences of continuous professional teacher development: Connections and disconnections. South African Journal of Education, 41(4), Article 1919. https://doi.org/10.15700/saje.v41n4a1919
  
  Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  
  Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
  
  Özdemir, S. M. (2019). Implementation of the lesson study as a tool to improve students’ learning and professional development of teachers. Participatory Educational Research, 6(1), 36–53. https://doi.org/10.17275/per.19.4.6.1
  
  Shvardak, M., Ostrovska, M., Bryzhak, N., Predyk, A., & Moskovchuk, L. (2024). The use of digital technologies in professional training of primary school teachers. International Electronic Journal of Elementary Education, 16(3), 363–376. https://doi.org/10.26822/iejee.2024.337
  
  Widodo, W., Gustari, I., & Chandrawaty, C. (2022). Adversity quotient promotes teachers’ professional competence more strongly than emotional intelligence: Evidence from Indonesia. Journal of Intelligence, 10(3), Article 44. https://doi.org/10.3390/jintelligence10030044
  
  Zhakiyanova, Z., Zhaitapova, A., Orakova, A., Baizhekina, S., Shnaider, V., & Nametkulova, F. (2023). Investigation of primary school teachers’ professional competencies and technological pedagogical content knowledge (TPACK) competencies. International Journal of Education in Mathematics, Science and Technology, 11(5), 1154–1172. https://doi.org/10.46328/ijemst.3604
  
  Zhang, S., Liu, Q., & Cai, Z. (2019). Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. British Journal of Educational Technology, 50(6), 3437–3455. https://doi.org/10.1111/bjet.12751