Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, 372-387.
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36, 207-213.
Bell, J. S. (2011). Reporting and publishing narrative inquiry in TESOL: Challenges and rewards. TESOL Quarterly, 45(3), 575-587.
Benmayor, R. (1991). Testimony, action research and empowerment: Puerto Rican women and popular education. In S. Berger Gluck & D. Pata (Eds.), Women’s words: The feminist practice of oral history (pp. 159-174). New York: Routledge.
Bhattacharya, H. (2008). Empirical research. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 253-255). London: Sage Publications.
Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language learning and teaching (Vol. I; pp. 931-949). New Jersey: Lawrence Erlbaum Associates Inc.
Chao, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319-340.
Clandinin, D. J., & Caine, V. (2008). Narrative inquiry. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 541-544). London: Sage Publications.
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Connelly, F. M., & Clandinin, D. J. (1987). On narrative method, biography and narrative unities in the study of teaching. The Journal of Educational Thought, 21, 130-139.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
Crow, G. (2008). Reciprocity. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods, (pp. 739-740). London: Sage Publications.
De Fina, A. (2003). Identity in narrative: A study of immigrant discourse. Philadelphia: John Benjamins.
Denzin, N. K. (1989). Interpretive biography. Newbury Park, CA: Sage.
Denzin, N. (2000). Narrative’s moment. In M. Andrews, S. D. Sclater, C. Squire, & A. Treacher (Eds.), Lines of narrative: Psychosocial perspectives, Routledge studies in memory and narrative (pp. 269-287). New York: Routledge.
Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.; pp. 1-32). Thousand Oaks, CA: Sage Publications.
DiCamilla, F. J., & Lantolf, J. P. (1994). The linguistic analysis of private writing. Language Sciences, 16, 347-369.
Doecke, B. (2004). Accomplished story telling: English teachers write about their professional lives (the standards of English language and literacy in Australia project). Teachers and Teaching: Theory and Practice, 10(3), 291-305.
Dyer, J., & Keller-Cohen, D. (2000). The discursive construction of professional self through narratives of personal experience. Discourse Studies, 2(3), 283-304.
Elbaz, F. (1991). Research on teachers’ knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23(1), 1-19.
Elliot, J. (2005). Using narrative in social research qualitative and quantitative approaches. London: Sage Publication.
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41, 1070-1082.
Finlay, L., & Gough, B. (2003). Reflexivity: A practical guide for researchers in health and social sciences. Oxford: Blackwell Science.
Fisher, C. B., Hoagwood, K., Boyce, C., Duster, T., Frank, D. A., Grisso, T., Levine, R. J., Macklin, R., Spencer, M. B., Takanishi, R., Trimble, J. E., & Zayas, L. H. (2002). Research ethics for mental health science involving ethnic minority children and youths. American Psychologist, 57(12), 1024-40.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multiperspective study. Teaching and Teacher Education, 22(2), 219–232.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
Gal’perin, P. I. (1989). Organization of mental activity and the effectiveness of learning. Soviet Psychology, 27, 65-82.
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second-language teachers’ development. Teachers & Teaching: Theory & Practice, 10(3), 307-327.
He, A. E. (2009). Bridging the gap between teacher educator and teacher in a community of practice: A case of brokering. System, 37, 153-163.
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1-10.
Jay, J. K., & Johnson, K. L., (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching & Teacher Education, 18, 73-85.
Johnson, K. A. (2003). Every experience is a moving force: Identity and growth through mentoring. Teaching and Teacher Education, 19(8), 787-800.
Johnson, K. E. (2006). The sociocultural turn and its challenges for L2 teacher education. TESOL Quarterly, 40(1), 235-257.
Johnson, K. E. (2007). Tracing teacher and student learning in teacher-authored narratives. Teacher Development, 11(2), 1-14.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (2002). Narrative inquiry as professional development. New York: Cambridge University Press.
Johnson, K. E., & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509.
Jurasaite-Harbison, E., & Rex, L. A. (2005). Taking on a researcher’s identity: Teacher learning in and through research participation. Linguistics and Education, 16, 425-454.
Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts. Its role in contemporary education. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 65-82). Cambridge: Cambridge University Press.
Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18, 105-120.
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63-84.
Lin, A. M. Y., Wang, W., Akamatsu, N., & Riazi, M. (2002). Appropriating English, expanding identities, and revisioning the field: From TESOL to teaching English for glocalized communication (TEGCOM). Journal of Language, Identity, and Education, 1(4), 295-316.
Lincoln, Y. S., & N. K. Denzin. (2000). The seventh moment: Out of the past. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 1047–65). Thousand Oaks, CA: Sage.
McGinn, M. K. (2008). Researcher-participant relationships. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 767-771). London: Sage Publications.
Mertova, P., & Webster, L. (2012). Critical event narrative inquiry in higher education quality. Quality Approaches in Higher Education, 3(2), 15-21.
Noonan, J. (2008). Critical humanism. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (pp. 155-158). London: Sage Publications.
Ochs, E., & Capps, L. (1996). Narrating the self. Annual Review of Anthropology, 25, 19-43.
Olmedo, I. M. (1999). Redefining culture through the memories of elderly Latinas. Qualitative Inquiry, 5(3), 353-376.
Pavlenko, A. (2001). How am I to become a woman in an American vein? Transformations of gender performance in second language learning. In Pavlenko, A. Blackledge, I. Piller, & M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender (pp. 33-174). Berlin and New York: Mouton de Gruyter.
Pillen, M., Beijaard, B., & den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching: Theory and Practice, 19(6), 660-678.
Schwandt, T. A. (1996). Farewell to criteriology. Qualitative Inquiry, 2(1), 58-72.
Vygotsky, L. S. (1963). Thought and language. Cambridge, MA: MIT Press.
Wang, X. (2013). The construction of researcher–researched relationships in school ethnography: doing research, participating in the field and reflecting on ethical dilemmas. International Journal of Qualitative Studies in Education, 26(7), 763-779.
Waterstone, B. (2008). “I hate the ESL idea!” A case study in identity and academic literacy. TESL Canada Journal, 26(1), 52-67.
Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. London: Routledge.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Xu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43(3), 493-513.
Xu, H. (2015). The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China. System, 52, 139-148.