Amin, N. (1997). Race and the identity of the non-native ESL teacher.TESOLQuarterly, 31, 580–583.
Armstrong, D., A., Gosling, J.,T. Marteau, &Weinman. 1997. The place of inter-rater reliability in qualitative research: An empirical study. Sociology 31, 597–606.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues inthe literature and implications for teacher education. Cambridge Journal of Education, 39, 175-189.
Beauchamp, C., & L. Thomas.(2011). New teachers’ identity shifts at the boundary of teacher education and initial practice.International Journal of Educational Research50, 6–13.
Beijaard, D., Verloop, N., &Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.
Beijaard, D., Meijer, P. C., &Verloop, N. (2004).Reconsidering research on teachers’professional identity.Teaching and Teacher Education, 20(2), 107-128.
Bogdan, R. C., &Biklen, S. K. (2007).Qualitative research in education: An introduction totheory and methods. New York: Pearson.
Braun, V., & Clarke, V. (2006).Using thematic analysis in psychology. Qualitative Research inPsychology, 3(2), 77-101.
Burke, P. J., & Stets, J. E. (2009). Identity theory. New York, NY: Oxford University Press.
Chien, S.-C.(2019). toward an understanding of high school in-service English teachers’ identities in theirprofessional development.Asia Pacific Education Review, 20(3), 391-405.
Choi, E., Gaines, R. E., Jeong-bin, H. P., Williams, K. M., Schallert, D. L., Yu, L. T., et al. (2016). Small stories in online classroom discussion as resources for pre service teachers' making sense of becoming a bilingual educator. Teaching and Teacher Education, 58, 1-16.
Cohen, J., L., (2010). Getting recognized: Teachers negotiation professional identities as learners through talk.Teaching and Teacher Education, 26, 473-481.
Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: SAGE.
Creswell, J. W. (2003). Research design qualitative, quantitative and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2014). Research design. Qualitative, quantitative, & mixed method approaches (4th ed.). Los Angeles: Sage Publications.
Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. C. K. Lee (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 45–64). New York: Springer.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
Fontana, A., & Frey, J. H. (2008). The interview: From neutral stance to political involvement.In N. K. Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials(3rd ed., pp. 115-159). Thousand Oaks, CA: SAGE.
Gee, J. P. (2001). Identity as an analytic lens for research in education.Review of Research in Education, 25, 99–125.
Hamilton, J. B., Sandelowski, M., Moore, A. D., Agarwal, M., &Koenig, H. G. (2013).Youneed a song to bring you through: The use of religious songs to manage stressful life events. Gerontologist, 53, 26–38.
Hamilton, J. B., Best, N. C., Wells, J. S., & Worthy, V. C. (2018).Making sense of loss throughspirituality: Perspectives of African American family members who have experienced thedeath of a close family member to cancer.Palliative & Support Care, 16, 662–668.
Hamilton, J. B. (2020). Rigor in qualitative methods: An evaluation of strategies amongunderrepresented rural communities. Qualitative Health Research, 30(2), 196–204.
Han, I. (2017). (Re)conceptualization of ELT professionals: Academic high school Englishteachers’ professional identity in Korea. Teachers and Teaching: Theory and Practice, 22(5), 586–609.
Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher leader: Leadership development as meaning making in a community of practice. Science Education, 87(2),281-297.
Huang, Y.-T., &Guo, M. (2019). Facing disadvantages: The changing professional identities of college English teachers in a managerial context. System, 82, 1-12
Ibarra, H., &Petriglieri, J. L. (2010).Identity work and play. Journal of Organizational ChangeManagement.
Israel, M., & Hay, I. (2006).Research ethics for social scientists. London: Sage.
Kanno, Y., & Stuart, C. (2011).Learning to become a second language teacher: Identities-in-practice.The Modern Language Journal, 95(2), 236-252.
Karimi, M. N.,&Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81,122-134.
Khanshan, S.K., Yousefi, M.H. (2020). The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian. J. Second. Foreign.Lang. Educ. 5,
Kurosh, S., Yousefi, M.H. Kashef, H. (2020). Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline. Reflective Practice Journal.21 (1), 1-16.
Lasky, S. (2005).A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform.Teaching and TeacherEducation, 21, 899–916.
Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage publications.
MacPhail, C., Khoza, N., Abler, L., &Ranganathan, M. (2015). Process guidelines for establishing intercoder reliability in qualitative studies.Qualitative Research, 16(2), 198–212.
Masoumpanah, Z., &Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence.Procedia - Social and Behavioral Sciences, 98, 1100–1109.
Merriam, S. B. (1998). Qualitative research and case study applications in education. SanFrancisco: Jossey-Bass.
Merriam, S. B. (2000). Qualitative research: A guide to design and implementation. SanFrancisco: Josey-Bass.
Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry.Qualitative Health Research, 25, 1212–1222.
Mutch, C. (2013). Doing educational research.Nzcer Press.
Newby, P. (2010). Research methods for education.Oaks: Sage Publications.
Newman, D. S. (2013).Demystifying the school psychology internship: A dynamic guide for interns. New York: Routledge.
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
Park, J. (2007). Co-construction of non-native speaker identity in cross-cultural interaction.Applied Linguistics, 28, 339–360.
Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Quinn-Trank, C., & Washington, M. (2009).Maintaining an institution in a contested organizational field: The work of the AACSB and its constituents. In T. Lawrence, R.Suddaby, & B. Leca (Eds.), Institutional work: Actors and agency in institutional studies of organizations (pp.236–261). Cambridge, UK: Cambridge University Press.
Rostami, F., Yousefi, M.H. (2020). Iranian novice English teachers’ agency construction: the complexity dynamic/system perspective. Asian. J. Second. Foreign.Lang. Educ. 5,
Rostami, F., Yousefi, M.H. &Amini, D. (2020). Gaining favorable identities of Iranian EFLteachers: a single case study of transition from elementary schools to universities. Asian. J. Second. Foreign. Lang. Educ. 5,
Sachs, J. (2005) Teacher education and the development of professional identity: learning to be a teacher’, in Kompf, M. and Denicolo, P. Connecting 221 policy and practice challengesfor teaching and learning in schools and universities. London: Routledge, pp. 14-25.
Sandelowski, M. (2008).Member check.In L.Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp.501–502). Thousand Oaks, CA: SAGE.
Schauer, M. M. (2018). “Vygotsky for the Hood”: Connecting teacher prior life experiences and university teacher preparation curriculums for service in urban schools. Teaching and Teacher Education, 74, 1–9.
Sinha, S., &Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356–371.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31, 79–86.
Xu, Y. T. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction.Language Teaching Research, 18(2), 242–259.
Yazan, B. (2018). A conceptual framework to understand language teacher identities.Journal of Second Language Teacher Education, 1(1), 21–48.