Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717. doi:10.1016/j.tate.2012.02.005
Ahmad, H., Latada, F., Nubli Wahab, M., Shah, S. R., & Khan, Kh. (2018). Shaping professional identity through professional development: A retrospective study of TESOL professionals. International Journal of English Linguistics, 8(6), 37-51. doi:10.5539/ijel.v8n6p37
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practice in L2 teacher education. System, 35, 192-207.
Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of BA versus MA teachers. The modern language journal, 95(1), 44-60.
Arbuckle, J. L. (2017). IBM® SPSS® Amos™ 25: User’s guide. New York: IBM Corporation.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Biria, R., & Haghighi Irani, F. (2015). Exploring contributions of reflective discussions to EFL pre-service teachers’ professional identity. International Journal of Language Learning and Applied Linguistics World, 10(4), 47-66.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.
Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32(2), 319-328.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. New York: Routledge.
Ebadi, S., & Gheisari, N. (2016). The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective. Cogent Education, 3
, 1-14. Retrieved from http://dx.doi.org/10.1080/
Floden, R. E., & Buchmann, M. (1993). Between routines and anarchy: Preparing teachers for uncertainty. Oxford Review of Education, 19(3), 373-382.
Floden, R. E., & Clark, C. M. (1988). Preparing teachers for uncertainty. Teachers College Record, 89(4), 505-524.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Freire, P. (2005). Teachers as cultural workers: Letters to teachers who dare teach. Cambridge: Westview Press.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Goljani Amirkhiz, A., Moinzadeh, A., & Eslami-Rasekh, A. (2018). The effect of critical pedagogy-based instruction on altering EFL teachers’ viewpoints regarding teaching-learning practices and localizing cultural notes. International Journal of Applied Linguistics and English Literature, 7(5), 212-220. Retrieved from http://dx.doi. org/10.7575/aiac.ijalel.v.7n.5p.212.
Gordon, M. (2006). Welcoming confusion, embracing uncertainty: Educating teacher candidates in an age of certitude. Paideusis, 15(2), 15-25.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539-555.
Hawkins, M. R. (2004). Social apprenticeships through mediated learning in language teacher education. In M. R. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach. Clevedon: Multilingualm Matters.
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30-39). Cambridge: Cambridge University Press.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9(5/6), 443-456.
Khatib, M., & Miri, M. (2016). Cultivating multivocality in language classrooms: Contribution of critical pedagogy-informed teacher education. Critical Inquiry in Language Studies, 13(2), 98-131. doi: 10.1080/15427587.2015.1137197
King, E. T. (2013). Review of language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. TESL-EJ, 16(4).
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, 20(1), 77-97.
Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke, UK: Palgrave Macmillan.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Jersey: Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Kumaravadivelu, B. (2012). Language teacher education for a global society. New York: Taylor & Francis.
Lin, A. Y. M. (2004). Introducing a critical pedagogical curriculum: A feminist reflexive account. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 271-290). Cambridge: Cambridge University Press.
Maseko, P. B. N. (2018). Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda. Educational Research for Social Change, 7
(0), 78-90. Retrieved from http://dx.doi.org/10.17159/2221-4070/2018/v7i0a6
McDonald, J. P. (1986). Raising the teacher’s voice and the ironic role of theory. Harvard Educational Review, 56, 355-378.
Nguyen, H. T. (2008). Conceptions of teaching by five Vietnamese American pre-service teachers. Journal of Language, Identity and Education, 7(2), 113-136.
Pallant, J. (2016). SPSS survival manual. Berkshire: Open University Press.
Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-345). Cambridge: Cambridge University Press.
Pituch, K. A., & Stevens, J. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS. New York: Routledge.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Roberts, J. (1998). Language teacher education. London: Arnold.
Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping teacher professional identity through critical pedagogy-informed teacher education. International Journal of Instruction, 11
(3), 617-634. Retrieved from https://doi.org/10.12973/iji.2018.11342a
Scheffler, I. (1984). On the education of policy makers. Harvard Educational Review, 54, 152-165.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-175.
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and development of a teaching identity. Journal of Teacher Education, 55(1), 8-24.
Steenekamp, K., van der Merwe, M., & Salieva Mehmedova, A. (2018). Enabling the development of student teacher professional identity through vicarious learning during an educational excursion. South African Journal of Education, 38
(1), 1-8. Retrieved from https://doi. org/
Stein, P. (2004). Re-sourcing resources: Pedagogy, history and loss in a Johannesburg classroom. In M. R. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning pre-service teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
Tabachnhick, B. G., & Fidell, L. S. (2014). Using multivariate statistics: Pearson new international edition. Harlow: Pearson.
Toohey, K., & Waterstone, B. (2004). Negotiating expertise in an action research community. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 291-310). Cambridge: Cambridge University Press.
Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168.
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an ESL teacher. TESOL Quarterly, 41(4), 657-680.
Wallace, M. (1995). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Yazan, B. (2018). Toward identity-oriented teacher education: Critical auto-ethnographic narrative. TESOL Journal, 1-15. doi: 10.1002/ tesj. 388