Ary, D., Jacobs, L.C., Sorensen, C.K., & Walker, D. (2014).Introduction to research in education. Boston, MA: Cengage Learning.
Bakhtin, M.M. (1990). Art and answerability.Texas: University of Texas Press.
Beck, C. (2019).Learning to walk your talk: The pre-service campus programme as a context for researching and modelling reflective pedagogy in an era of transmission and testing. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International research, policy and practice in teacher education (pp. 93-105). Cham: Springer.
Beck, C., &Kosnik, C. (2014).Growing as a teacher: goals and pathways of ongoing teacher learning. Rotterdam: Sense Publishers.
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency.Teachers and Teaching: Theory and Practice, 21(6), 624–640.
Block, D. (2007). Second language identities. London: Continuum.
Borg, S. (2017). Action research and teacher identity. The 2016 Cambridge English/English UK Action Research Scheme.
Cochran-Smith, M., & Lytle, S. L. (1999). Chapter 8: Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305.
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In P. A. Schutz, J., Hong, & D. C. Francis (Eds.), Research on teacher identity (pp. 61-70).Cham: Springer.
Delanty, G. (2003) Community. London: Routledge.
Edwards, E., & Burns, A. (2016). Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745.
Falk, B. (2009). Teaching the way children learn. New York: Teachers College Press.
Fichtner, F., & Chapman, K. (2011).The cultural identities of foreign language teachers.L2 Journal, 3(1), 116–140.
Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Educational Action Research, 18(2), 167-182.
Heggen, K., & Smeby, J.-C.(2012). Girmestmuligsamanhengogså den besteprofesjonsutdanninga? or skPedagogiskTidsskrift, 96(1), 4–14.
Heller, M. (1987).The role of language in the formation of ethnic identity.In J. Phinney& M. Rotheram (Eds.), Children’s ethnic socialization (pp. 180–200). Newbury Park, CA: Sage.
Henry, A. (2016). Conceptualizing teacher identity as a complex dynamic system: The inner dynamics of transformations during a practicum. Journal of Teacher Education, 67(4), 291-305.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Abingdon: Routledge.
Kvernbekk, T. (2012). Argumentation in theory and practice: Gap or equilibrium? Informal logic, 32(3), 288-305.
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. London/New York: Routledge.
McMahon, T. (1999). Is reflective practice synonymous with action research? Educational Action Research, 7(1), 163-169.
Meihami, H. (2019). Identity-oriented English language teachers’ education programs as the arena of becoming a glocal English language teacher. Pedagogika, 135(3), 71-84.
Miller, J. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172–181). New York: Cambridge University Press.
Morgan, B., & Clarke, M. (2011).Identity in second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching andlearning (pp. 817–836). New York: Routledge.
Norton, B. (2013). Identity and language learning: Extending the conversation. London: Multilingual matters.
Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112.
Nuske, K. (2015). Transformation and stasis: Two case studies of critical teacher education in TESOL. Critical Inquiry in Language Studies, 12, 283–312.
Olsen, B., & Buchanan, R. (2017). Everyone wants you to do everything: Investigating the professional identity development of teacher educators. Teacher Education Quarterly, 44(1), 9-34.
Oyserman, D., Elmore, K., & Smith, G. (2012).Self, self-concept, and identity.In M. R. Leary, & J. P. Tangney (Eds.), Handbook of self and identity (pp. 60–104). New York: The Guilford Press.
Pennington, M. C. (2015). Teacher identity in TESOL: A frames perspective. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 38-52). Routledge.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.
Rashidi, N., &Meihami, H. (2017).Addressing cultural identity through negotiation: Analysis of student-teacher-authored narratives.Journal of Teacher Education for Sustainability, 19(2), 21-35.
Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian Universities.Asia-Pacific Journal of Teacher Education, 34(1), 27–56.
Schutz, P. A., &Zembylas, M. (2009).Advances in teacher emotion research: The impact on teachers’ lives. New York: Springer.
Siskin, H. J. (2007). Call me “Madame”: Re‐presenting culture in the French language classroom. Foreign Language Annals, 40(1), 27-42.
Stanton, D. C. (2006). Presidential address 2005: On rooted cosmopolitanism. PMLA, 121(3), 627-640.
Steadman, A., Kayi-Aydar, H., & Vogel, S. M. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System, 76, 38-48.
Strauss, A. L. (1978). Negotiations: Varieties, contexts, processes, and social order. San Francisco: Jossey-Bass.
Strauss, A., & Corbin, J. (1998).Basics of qualitative research. Thousand Oaks, CA: Sage.
Trent, J. (2017). Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84–105.
Ulvik, M., & Smith, K. (2019). Teaching about teaching: Teacher educators’ and student teachers’ perspectives from Norway. In J. Murray, A. Swennen, & C. Kosnik (Eds.) International research, policy and practice in teacher education (pp. 123-137). Basel: Springer.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer Academic Publishers.
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.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: CambridgeUniversity Press.
Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China.TESOL Quarterly, 46(3), 568-578.
Yazan, B. (2019). Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers and Teaching, 23(6), 729-749.
Zeichner, K., & Gore, J. (1990).Teacher socialization.In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). New York: Macmillan.