___

• Alexander, D., Muir, D., & Chant, D. (1992). Interrogating stories: How teachers think they learned to teach. Teaching and Teacher Education, 8(1), 59-68.
• Ball, A.F. (2000). Teachers’ developing philosophies on literacy and their use in urban schools: A Vygotskian perspective on internal activity and teacher change. In C.D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.
• Bell, L. A. (2002). Sincere fictions: The pedagogical challenges of preparing white teachers for multicultural classrooms. Equity & Excellence in Education, 35(3), 236-244.
• Borg, S. (2003a). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
• Borg, S. (2003b). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.
• Borg, S. (2006). Teacher cognition in language education: Research and practice. London: Continuum.
• Britzman, D.P. (1986). Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review, 56(4), 442-456.
• Britzman, D.P. (1991). Practice makes practice: A critical study of learning to teach. Albany: SUNY Press.
• Brown, H.D. (1983). From ivory tower to real world: A search for relevance. In J.E. Alatis, H.H. Stern, & P. Strevens (Eds.), Georgetown University Roundtable in Languages and Linguistics (pp. 53-59). Washington, D.C.: Georgetown University Press.
• Brumfit, C. (1983). The integration of theory and practice. In J.E. Alatis, H.H. Stern, & P. Strevens (Eds.), Georgetown University Roundtable in Languages and Linguistics (pp. 59-74). Washington, D.C.: Georgetown University Press.
• Buendía, E. (2000). Power and possibility: The construction of a pedagogical practice. Teaching and Teacher Education, 16, 147-163.
• Butin, D.W. (2005a). Identity reconstruction and student resistance. In D.W. Butin (Ed.), Teaching social foundations of education: Contexts, theories, and issues (pp. 109-126). Mahwah, NJ: Lawrence Erlbaum.
• Butin, D.W. (2005b). Guest Editor’s introduction: How social foundations of education matters to teacher preparation: A policy brief. Educational Studies, 38(3), 214-229.
• Canagarajah, S. (1999). Interrogating the ‘native speaker fallacy’: Non- linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92). Mahwah, NJ: Lawrence Erlbaum.
• Chizhik, E. W. (2003). Reflecting on the challenges of preparing suburban teachers for urban schools. Education and Urban Society, 35 (4), 443- 461.
• Clay, M. (1993). Reading Recovery: A guidebook for teachers in training. Auckland, New Zealand: Heinemann.
• Comber, B. & Simpson, A. (2001). Negotiating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
• Coughlan, P.J. (1995). Sociocultural theory, second language discourse, and teaching: An interview with James Lantolf. Issues in Applied Linguistics, 6 (2), 137-145.
• Cross, B. E. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices. Theory into Practice, 42, 203-209.
• Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94(3), 434-452.
• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.
• Dozier, C., Johnston, P., & Rogers, R. (2006). Critical literacy, critical teaching: Tools for preparing responsive teachers. New York: Teachers College Press.
• Farrell, T.S.C. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41 (1), 193-201.
• Firth, A. & Wagner, J. (1997). Discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285-300.
• Freeman, D. & Richards, J.C. (1996). Teacher learning in language teaching. New York: Cambridge University Press.
• Freeman, D. & Johnson, K.E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
• Golombek, P. R. & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers’ development. Teachers and Teaching: Theory and practice, 10(3), 307-327.
• Good, T.L., McCaslin, M., Tsang, H.Y., Zhang, J., Wiley, C.R.H., Bozack, A.R., & Hester, W. (2006). How well do 1-year teachers teach: Does type of preparation make a difference? Journal of Teacher Education, 57(4), 410-430. st
• Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—practice is all?: Student teachers’ learning in a practicum. Teachers and Teaching, 10(6), 623-637.
• Hobson, A. J., Malderez, A., Tracey, L., Giannakaki, M., Pell, G., & Tomlinson, P. D. (2008). Student teachers’ experiences of initial teacher preparation in England: Core themes and variation. Research Papers in Education, 23(4), 407-433.
• Hodkinson, H. & Hodkinson, P. (1999). Teaching to learn, learning to teach? School-based non-teaching activity in an initial teacher education and training partnership scheme. Teaching and Teacher Education, 15(3), 273-285.
• Ilieva, R. (2010). Non-native English speaking teachers’ negotiations of program discourses in their construction of professional identities within a TESOL program. Canadian Modern Language Review, 66(3), 343-369.
• Johnson, K.E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26, 507-535.
• Johnson, K.E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10, 439- 452.
• Johnson, K.E. (1996). The role of theory in L2 teacher education. TESOL Quarterly, 30(4), 765-771.
• Johnson, K. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
• Johnson, K.E. (2009). Second language teacher education: A sociocultural
• perspective. London: Routledge.
• Johnson, K. E. & Golombek, P. R. (2003). “Seeing” Teacher Learning.
• TESOL Quarterly. (The Forum), 729-737.
• Johnson, K. E. & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: a sociocultural perspective on professional development. New York: Routledge.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco: Jossey-Bass.
• Ladson-Billings, G. (2000). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. In M.A. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 139-152). New York: Teachers College Press.
• Lantolf, J.P. (1996). SLA theory building: “Letting all the flowers bloom ” Language Learning, 46 (4), 713-749.
• Lantolf, J.P. (2000). Introducing sociocultural theory. In J.P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 1-26). Oxford: Oxford University Press.
• Lantolf, J.P. & Appel, G. Vygotskian approaches to second language research. Norwood, NJ: Ablex.
• Lantolf, J.P. & Pavlenko, A. (1995). Sociocultural theory and second language acquisition. Annual Review of Applied Linguistics, 15, 108-124.
• Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358.
• Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
• Lynn, M. & Smith-Maddox, R. (2007). Preservice teacher inquiry: Creating a space to dialogue about becoming a social justice educator. Teaching and Teacher Education, 23(1), 94-105.
• MacDonald, M., Badger, R., & White, G. (2001). Changing values: What use are theories of language learning and teaching? Teaching and Teacher Education, 17(8), 949-963.
• McKay, S.L. & Wong, C.S.L. (1996). Multiple Discourses, Multiple Identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.
• McWilliam, E. (1994). In broken images: Feminist tales for a different teacher education. New York: Teachers College Press.
• Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2 nd
• ed.). Thousand Oaks, CA: Sage.
• Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. Bilingual Education and Bilingualism, 7(2&3), 172-188.
• Norton, B. (2000). Identity and language learning. London: Longman.
• Pavlenko, A. (2003). “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, 2(4), 251-268.
• Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
• Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
• Rogers, R. & Mosley, M. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41(4), 462-495.
• Sachs, G.T. (1996). Thinking and talking like real teachers: Bridging the gap. Paper presented at the annual meeting of Teachers of English to Speakers of Other Languages: Chicago, IL. ED 394308.
• Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
• Varghese, M. (2001). Professional development as a site for the conceptualization and negotiation of bilingual teacher identities. In B. Johnston & S. Irujo (Eds.), Research and practice in language teacher education: Voices from the field (pp. 213-232). Minneapolis: University of Minnesota, Center for Advanced Research in Second Language Acquisition.
• 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.
• Wilson, S.M., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: University of Washington, Center for the Study of Teaching and Policy.
• Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University press. Notes
• The shifting nature of identity, particularly for preservice teachers, makes it unrealistic to claim that
• the identities of the participants in this study are fixed and remain constant over time. However, I
• chose to examine how their constructions of the theory-practice relationship, and their identities
• during the academic year in which I interacted with them, related to and informed one another.