Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teaching Education, 27, 208–319.
Anani Sarab, M. (2017). Tarbiate Mo’alleme Fakour [Training a reflective teacher]. Roshd-e Amouzesh-e Zaban, 32(1), 8-13.
Baniasad-Azad, S., Tavakoli, M., & Ketabi, S. (2016). EFL teacher education programs in Iran: The absence of teachers’ involvement. Iranian Journal of Applied Linguistics, 19(2), 61-86. Retrieved from https://ijal.khu.ac.ir.
Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50, 655–683. https://doi.org/10.1002/tesq.311
Barkhuizen, G. (Ed.). (2017). Reflections of language teacher identity research. Routledge.
Barkhuizen, G. (2020). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research. https://doi.org/10.1080/09650792.2020.1842779.
Barkhuizen, G. and Mendieta, J. (2020). Teacher identity and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers, (pp. 3–15). Cambridge University Press. https://doi. org/10.1017/9781108774390.004
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. https://doi.org/10.1080/ 03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128.
Berci, G. (2007). Identity and change in the teaching profession. Teachers and Teaching, 13(6), 579-593.
Berg, B. L. (2001). Qualitative research methods for the social sciences. Allyn & Bacon.
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern language journal, 91, 863-876.
Borg, S. (2017). Identity and teacher research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 126-132). New York: Routledge.
Burn, K. (2007). Teachers’ unconscious role modelling. ELT Journal, 61(2), 97-101.
Canagarajah, S. (2017). Introduction: The nexus of migration and language. In S. Canagarajah (Ed.), The Routledge handbook of migration and language (pp. 1-28). Routledge.
Chong, S., & Low, E. L. (2009). Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8, 59-72.
Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational researcher, 30(8), 3-15.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Freeman, D. (2016). Educating second language teachers: ‘The same things done differently.’ Oxford: Oxford University Press.
Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (2011). Ministry of Education of the Islamic Republic of Iran (In Persian). Available online at: http://dca.razaviedu.ir/files/posts/24364.pdf.
Ganji, M., Ketabi, S., & Shahnazari, M. (2018). Comparing local and international English teacher training courses: Lessons learned. Cogent Education, 5, 1–16. https://www.tandfonline.com/doi/abs/10.1080/2331186X.2018.1507174
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in psychology, 2396.
Ghafar Samar, R., Kiany, G. R., Akbari, R., & Azimi, H. (2011). Institutional identity of teachers: A determinant of teacher efficacy. Teaching English Language, 5(1), 1-29.
Gheitasi, M., & Aliakbari, M. (2022). Investigating Iranian EFL teachers’ Identity Development Processes. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 14(30), 115-136.
Gholami J. & Ghorbanzadeh I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18 (2) , 5-20.
Hall, S. (1996). Introduction: Who needs ‘identity’? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1-17). SAGE Publications.
Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
Jamshidi, A. H., Sadeghi, B. (2014). A comparative study of teacher education in Iran and the UK. Journal of Language Teaching and Research, 5(5), 1153-1159.
Johnson, K. A. (2003). “Every experience is a moving force”: Identity and growth through mentoring. Teaching and teacher education, 19(8), 787-800.
Karami, M. (2018). English Language Teacher Education Curriculum in Farhangian University: Appropriacy to Teacher Trainee’s Future Professional Needs, Nashrieye Tose’e Herfe’i Mo’allem, 3(1), 37-59. magiran.com/p2145564
Kocabaş-Gedik P. & Ortaçtepe Hart D. (2021). “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor, Journal of Language, Identity & Education, 20(2), 103-117, DOI: 10.1080/15348458.2020.1726756
Korthagen, F., Loughran, J., & Russell, T. (2017). Developing fundamental principles for teacher education programs and practices. Teaching and teacher education, 22(8), 1020-1041.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
Li, W. (2020). Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China. Language Teaching Research, 1–19. https://doi.org/10.1177/1362168820910955
Maghsoudi, M., Khodamoradi, A. (2020). A Critical Analysis of the Latest Curriculum for English Language Teacher Education at Farhangian University. Critical Studies in Texts & Programs of Human Sciences, 19(11), 273-297.
Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of personality and social psychology, 3(5), 551.
Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European journal of teacher education, 30(3), 225-248.
Miller, J. P., & Seller, W. (1990). Curriculum: Perspectives and practice. Toronto: Copp Clark Pitman.
Mugford, G., Sughrua, W., & Lopez-Gopar, M. (2015). Construction of an English language teacher identity: Perceptions and contrasts in Mexico. MEXTESOL Journal, 39(2), 1-11.
Naidoo, M. (2012). Teacher identity and practice in the context of curriculum reform. [Unpublished Master’s thesis]. Durban: UKZN.
Niknaghsh, H. R., & Khodareza, M. R. (2022). EFL Teachers’ Identity Construction: A Case Study. Journal of Language and Translation, 221-232
Norton, B. (2017). Learner investment and language teacher identity. In: G. Barkhuizen (Ed.). Reflections on language teacher identity research (pp. 80-86). New York: Routledge.
Nunan, D. (2016). Language teacher identity in teacher education. In Reflections on language teacher identity research (pp. 172-177). Routledge.
Olsen, B. (2008). Teaching what they learn, learning what they live. Paradigm Publishers.
Park, G. P., & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236–248. https://doi.org/10. 1007/BF03031547
Pennington, M. C. (2015). Teacher Identity in TESOL. A Frames Perspective. In: Cheung et al. (Eds.), Advances and the Current Trends in Language Teacher Identity (pp. 16- 30). Routledge.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL quarterly, 29(1), 9-31.
Pillen, M., Beijaard, D., & Brok, P. D. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European journal of teacher education, 36(3), 240-260.
Regnery, W. (2021). The Impact of Teacher Identity on Curriculum Design.[Master’s thesis] Retrieved from http://sci-hub.tw/10.33015/dominican.edu/2021.EDU.10
Riahipour, P., Tavakoli, M., & Eslami Rasekh, A. (2020). Curriculum reform and Iranian EFL teachers' professional identity: A marathon of change!. Journal of English Language Teaching and Learning, 12(26), 435-463.
Richardson, P. W., & Watt, M. G. (2018). Teacher Professional Identity and Career Motivation: A lifespan Perspective. In: A.P. Shudz, J. Hong, & D. Francis (Eds.). Research onTeacher Identity: Mapping Challenges and Innovations (pp.37-48). Switzerland: Springer Charm. https://doi.org/10.1007/978-3-319-93836-3_4
Safari, P. (2020). Iranian ELT student teachers’ portrayal of their identities as an English language teacher: Drawings speak louder than words. Journal of Language, Identity & Education, 19(2), 125–141. https://doi.org/10.1080/15348458.2019.1650279
Sánchez-Martín, C. (2020). Repurposing identity reconstruction as transformative pedagogy: Multilingual teachers in the US first-year composition context. In B. Yazan & K. Lindahl (Eds.), Language teacher identity in TESOL: Teacher education and practice as identity work (pp. 13-29). Routledge.
Sazegar, Z., Ashraf, H., Motallebzadeh, K. (2021). Constructing and validating an EFL hidden curriculum scale using the Rasch Model. Applied Research on English Language, 10(1), 1-32. .
Shahsavani, S., Shahsavar, Z., Sahragard, R. (2014). On the relationship between willingness to communicate and identity processing styles of the Iranian advanced EFL learners. International Journal of Language Learning and Applied Linguistics, 5(1), 57-67.
Shakil, A. F., & Akhtar, S. H. (2012). Consideration of Islamic values in the educational policies of Pakistan. Journal of Educational and Social Research, 2(1), 297-297.
Shields, R. (2008). Nurturing spirituality and vocation: A Catholic approach to new teacher induction. Catholic Education: A Journal of Inquiry and Practice, 12(2).
Shirani, S. & Mohamadi Zenouzagh, Z. (2021). Designing and Validating an Evaluation Inventory of the Effect of Hidden Curriculum on Teacher Identity. Research in English Language Pedagogy. 9. 357-380. 10.30486/RELP.2021.1924216.1255.
Silveira G. L., Campos L. K. S., Schweller M., Turato E. R., Helmich E.,& de Carvalho-Filho M. A. (2019). “Speed up”! The influences of the hidden curriculum on the professional identity development of medical students. Health Professional Education, 5(3):198-209. https://doi.org/10.1016/j.hpe.2018. 07.003
Skelton, A. (1997) Studying hidden curricula: developing a perspective in the light of postmodern insights, Curriculum Studies, 5(2), 177-193.
Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning, 21(1), 209-237.
Stronge, J. H. (2018). Qualities of effective teachers (2nd ed.). Association of Supervision and Curriculum Development.
Teacher Education Curriculum Development Document of Farhangian University (TECDD). (2015). Farhangian University Press.
Thomas, J. (2003). A teacher’s self-identity: Working through a teaching practicum in a Hong Kong secondary school. TESOL Quarterly, 37(4), 737-762.
van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1–10). Dordrecht, The Netherlands: Kluwer Academic Publishers.
van Veen, K., Sleegers, P. & van de Ven P. H. (2005). One Teacher’s Identity, Emotions, and Commitment to Change: A Case Study into the Cognitive–Affective Processes of a Secondary School Teacher in the Context of Reforms. Teaching and Teacher Education 21: 917–934.
Varghese, M., Morgan, B. Johnston, and K. Johnson. (2005). “Theorizing Language Teacher Identity: Three Perspectives and Beyond.” Journal of Language, Identity & Education 4(1), 21–44. DOI: 10.1207/s15327701jlie0401_2
Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Xiong, T., & Xiong, X. (2017). Teachers’ perceptions of teacher identity: A survey of Zhuangang and nonZhuangang primary school teachers in China. English Language Teaching, 10(4), 100–110. https://doi.org/ 10.5539/elt.v10n4p100
Yazan, B., & Lindahl, K. (Eds.). (2020). Language teacher identity in TESOL: Teacher education and practice as identity work. New York, NY: Routledge.
Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21-48.
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education program. Research Papers in Education, 30, 469–491. doi:10.1080/02671522.2014.932830
Zembylas, M., & McGlynn, C. (2012). Discomforting pedagogies: Emotional tensions, ethical dilemmas and transformative possibilities. British Educational Research Journal, 38(1), 41-59.