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Abednia, A. (2012) Teachers' professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education 28.

Dang Thi Kim Anh (2013) Indetity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education 30.

Darvin, R. & Norton, B. (2015) Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, pp. 36-56. Cambridge: Cambride University Press.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform.Teaching and teacher education, 21(8), 899-916.

Lim, Hyun-Woo (2011) Concept maps of Korean EFL student teachers' autobiographical reflections on their professional identity formation. Teaching and Teacher Education 27.

Mendard-Warwick, J. (2011) Chilean English teacher identity and popular culture : three generations. International Journal of Bilingual Education and Bilingualism 14 (3), 261-277.

Ortactepe, D. (in press) EFL teachers' identity (re)construction as teachers of intercultural competence: A language socialization approaach. Journal of Language, Identity, adn Education.

Ramanathan, V. & Pennycook, A. (2008) Articulating Identities: Communities, Histories, Migrations. TESOL in Context 18(2).

Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327.

Smith, S. (2012) Chapter 2. English Language Teacher Education in Cuba: Context, Pedagogy and Identity.

Identity

IDENTITY

Team Teaching
Mentoring

Usher, R. The Use of Team Teaching and its Effect on EFL Students' Proficiency in English.

Schuster, C., Tagle, T. & Jara, E. (2010) Implementación de un programa de mentores para apoyar la formación inicial de profesores de inglés. Revista Extramuros UMCE, 5-14.

SUPERVISORS AND SUPERVISING

Al-Mekhlafi, M. A. A., & Naji, I. M. (2010). Supervisors' practices in improving student teachers' grammar teaching strategies during practicum: a comparison of student teachers' and supervisors' views. Wudpecker Journal of Educational Research,2(1), 006-017.

Andreucci Annunziata, P. (2013). La Supervisión de Prácticas Docentes: Una Deuda Pendiente de la Formación Inicial de Profesores. Estudios pedagógicos, 39(1), 7-26.

Díaz, C. y Bastías, C. (2012) Una aproximación a los patrones de comunicación entre el profesor mentor y el profesor-estudiante en el contexto de la práctica pedagógica. Educación XXI, 15(1), 241-263.

Fayne, H. R. (2007). Supervision from the student teacher's perspective: An institutional case study. Studying teacher education, 3(1), 53-66.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 0022487114535266.

Ibrahim, A. S. (2013). Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education, 34, 38-45.

Long, J. J., van Es, E. A., & Black, R. W. (2013). Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education, 24(2), 179-196.

Montecinos, C., Barrios, C., & Tapia, M. F. (2011). Relación entre estilos de supervisión durante la práctica profesional y las creencias de autoeficacia de los estudiantes de pedagogía en educación general básica. Perspectiva Educacional, 50(2), 96-122.

Sethusha, M. J. (2014). Challenges experienced by teaching practice supervisors in an open and distance learning environment. Mediterranean Journal of Social Sciences, 5(15), 409.

Steadman, S. C., & Brown, S. D. (2011). Defining the job of university supervisor: A department-wide study of university supervisors' practices.Issues in Teacher Education, 20(1), 51.

Snow-Gerono, J. L. (2008). Locating supervision—A reflective framework for negotiating tensions within conceptual and procedural foci for teacher development. Teaching and Teacher Education, 24(6), 1502-1515.

Supervisors and supervising
Beliefs
Assessment
School/university partnership

ACTIVITY THEORY

Activity Theory

Gedera, D. S., & Williams, P. J. (2015). Activity Theory in Education: Research and Practice. Springer.

McNicholl, J., & Blake, A. (2013). Transforming teacher education, an activity theory analysis. Journal of Education for Teaching, 39(3), 281-300.

THE PRACTICUM AND PRE-SERVICE TEACHER DEVELOPMENT

Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117.

Arshavskaya, E., Pinner, R., Sarasa, M. C., & Doukmak, R. “Seeing” second language pre-service teacher learning through the conceptual metaphors of teaching and learning in teaching practicum dialogic blogs.

Alarcón, P., Díaz, C., Tagle, T., Ramos, L., & Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos/Metaphors on teachers and student-teachers from the perspective of a group of chilean teacher candidates. Revista Actualidades Investigativas en Educación, 14(2).

Alarcón, P., Díaz, C., & Vergara, J. (2015). Chilean preservice teachers’ metaphors about the role of teachers as professionals. Elicited Metaphor Analysis in Educational Discourse, 3, 289.

Barnes, M. E., & Smagorinsky, P. (2016). What English/Language Arts Teacher Candidates Learn During Coursework and Practica A Study of Three Teacher Education Programs. Journal of Teacher Education, 67(4), 338-355.

Canh, L. V. (2014). Great expectations: The TESOL practicum as a professional learning experience. TESOL Journal, 5(2), 199-224.

Cara Jara, M. A., & Aranda Riveros, R. (2016). Autoeficacia y Transformación Dinámica del Aprendizaje en la Práctica Docente Inicial. Perspectiva Educacional, 55(1), 3-19.

Daniel, S. M. (2015). Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?. TESOL Journal, 6(1), 149-176.

Edwards, A. N. N. E. (2001). School-based teacher training: where angels fear to tread. Velon tijdschrift voor lerarenopleiders, 22(3), 11-19.

Hadar, L. L., & Brody, D. L. (2016). Talk about student learning: Promoting professional growth among teacher educators. Teaching and Teacher Education, 59, 101-114.

Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education?. Teaching and Teacher Education, 59, 274-284.

The practicum and pre-service teacher development

Pfitzner-Eden, F. (2016). I feel less confident so I quit? Do true changes in teacher self-efficacy predict changes in preservice teachers' intention to quit their teaching degree?. Teaching and Teacher Education, 55, 240-254.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.

Mosaddaq, Y. B. (2016). A STUDY OF SOURCES OF EFL STUDENT TEACHERS’ANXIETY DURING THEIR PRACTICUM EXPERIENCE.European Journal of Research and Reflection in Educational Sciences Vol,4(1).

Reflective practice

Tagle, T. (2011) El enfoque reflexivo en la formación docente. Calidad en la Educación 34, 203-215.

Farrell, T. S. (2015). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 1362168815617335.

Copland, F., Ma, G., & Mann, S. J. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14-23.

Harman, R. M., Ahn, S., & Bogue, B. (2016). Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy. Teaching and Teacher Education, 59, 228-238.

Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action.Teaching and Teacher Education, 59, 372-382.

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