[1] Boylan Mark, Coldwell Mike, Maxwell Bronwen & Jordan Julie. (2018). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education, 44(2), pp.1 20. https://doi.org/10.1080/19415257.2017.1306789.
[2] Byrka Marian F. (2017). Blended learning strategy in teacher training programs. Information Technologies and Learning Tools, 62(6), pp.216-224. https://doi. org/10.33407/itlt.v62i6.1802.
[3] Chai Ching Sing & Koh Joyce Hwee Ling. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice, 3(2), pp.114–129. https://doi.org/10.1080/23735082 .2017.1360506.
[4] Chan, R. & Clarke, C. J. (2019). How do teachers learn? Different mechanisms of teacher in class learning. Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, pp.164-171.
[5] Chang, J. & Huynh, P. (2016). ASEAN in tranformation - The future of jobs at risk of automation. International Labour Office Bureau for Employers’ Activities.
[6] Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), pp.947-967.
[7] Cummings, C., Mason, D., Shelton, K. & Baur, K. (2017). Active learning strategies for online and blended learning environments. Information Science Reference.
[8] Dewi, N. R., Rusilowati, A., Saptono, S. & Haryani, S. (2022). Project-based scaffolding TPACK model to improve learning design ability and tpack of pre-service science teacher. Journal Pendidikan IPA Indonesia, 11(3), pp.420-432.
[9] Goldsmith, L. T., Doerr, H. M. & Lewis, C. C. (2014). Mathematics teachers’ learning: A conceptual framework and synthesis of research. Journal of Mathematics Teacher Education, 17(1), pp.5-36. https://doi.org/10.1007/s10857-013-9245-4.
[10] Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), pp.5 12. https://doi.org/10.3102/0013189X015005005.
[11] Horn, M. B., Staker, H. & Christensen, C. M. (2014). Blended: Using disruptive innovation to improve schools. Jossey-Bass A Wiley Brand.
[12] Jang, S. J.& Chen, K. C. (2010). Trom pck to TPACK: Developing a transformative model for preservice science teachers. Journal of Science Education and Technology, 19(6), pp.553-564. https:// doi. org/10.1007/s10956-010-9222-y.
[13] Jin, X., Li, T., Meirink, J., van der Want, A. & Admiraal, W. (2021). Learning from novice expert interaction in teachers’ continuing professional development. Professional Development in Education, 47(5), pp.745-762. https://doi.org/10.1080/19415257.2019 .1651752.
[14] Hồ Ngọc Khương. (2021). Mô hình Blened Learning trong giáo dục đại học và thực tiễn áp dụng ở các trường đại học. Tạp chí Khoa học Giáo dục Việt Nam, 45, tr.6-11.
[15] Nguyễn Trung Kiền. (2024). Xây dựng khung năng lực số cho sinh viên đại học ngành Giáo dục tiểu học đáp ứng yêu cầu giáo dục phổ thông. Tạp chí Giáo dục, 24(6), tr.12-16.
[16] Koehler, M. J., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), pp.13-19. https://doi.org/10.1177/002205741319300303.
[17] Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), pp.76 78. https://doi.org/10.1080/21532974.2019.1588611.
[18] Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), pp.1017-1054.
[19] Pham, T. Q., Dang, T. M., Van Nguyen, H. & Nguyen, H. T. (2023, February). Training elementary teachers in Vietnam by blended learning model. In International Conference on Mathematical Modeling and Computational Science, pp. 219-234. Singapore: Springer Nature Singapore.
[20] Phan Thị Bích Lợi. (2021). Mô hình dạy học kết hợp và một số đề xuất vận dụng vào trường tiểu học ở Việt Nam. Tạp chí Khoa học Giáo dục Việt Nam, 18(3), tr.51 56. https://doi.org/10.15625/26158957/12210308.
[21] Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K. & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65(5), 101565. https://doi. org/10.1016/J.TECHSOC.2021.101565.
[22] Trương Ngọc Dương, Phạm Thị Thanh Hải. (2024). Đào tạo giáo viên tiểu học trong bối cảnh chuyển đổi số - Tiếp cận theo mô hình TPACK. Tạp chí Giáo dục, 24(8), tr.40-45.