Agee, J. (1997). Readers becoming teachers of literature. Journal of Literacy Research, 29, 397‐ 431.
Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (Eds.), Second language teacher education. (pp. 215‐226). New York: Cambridge University Press.
Bakhtin, M.M. (1973). Problems of Dostoevsky’s Poetics (C. Emerson, Ed. & Trans.). Manchester, England: Manchester University Press.
Bennett, N., & Carre, C. (1993). Learning to Teach. New York: Routledge.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81‐109.
Britzman, D. (1991). Practice Makes Practice: A Critical Study of Learning to Teach. Albany, NY: State University of New York Press.
Calderhead, J. (1992). The role of reflection in learning to teach. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 139‐146). Albany: State University of New York Press.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology. New York: Simon and Schuster.
Denzin, N.K., & Lincoln Y.S. (2000). (Eds.). Handbook of Qualitative Research, 2nd edition. Thousand Oaks, CA: Sage.
Freeman, D. (1991). “To make the tacit explicit”: Teacher education, emerging discourse, and conceptions of teaching. Teaching and Teacher Education 7(5), 439‐454.
Freeman, D. (1994). Knowing into doing: teaching education and the problem of transfer. In D. C. S. Li, D. Mahoney, & J. C. Richards, (Eds.), (p. 1‐20). Exploring Second Language Teacher Development. Hong Kong: City Polytechnic of Hong Kong.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge‐base of language teacher education. TESOL Quarterly, 32(3), 397‐417.
Gebhard, J. G., Gaitan S., & Oprandy, R. (1990). Beyond prescription: the student teacher as investigator. In J. C. Richards & D. Nunan (Eds.), Second language teacher education, (p. 16‐25). Cambridge: Cambridge University Press.
Gee, J. P. (2005). An introduction to discourse analysis: theory and method. (2nd ed.). New York: Routledge.
Glaser, B.,& Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Piscataway: Rutgers University Transaction Publishers:
Goodlad, J. (1983). A place called school: Prospects for the future. St. Louis: McGraw‐Hill.
Hymes, D. (1975). The pre‐war prague school and post‐war American anthropological linguistics. In E.F.K. Koerner (Ed.), The transformational generative paradigm and modern linguistic theory. Amsterdam: John Benjamin, B.V.
Kagan, D. M. (1992) Professional growth among preservice and beginning teachers, Review of Educational Research, 60(3), 129‐69.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice and English as a second language teachers. Teaching and Teacher Education, 10(4), 439‐52.
Klein, F. (2004). Culture in the foreign language classroom: Teachers’ beliefs, opportunities and practice. Unpublished dissertation. Minneapolis: The University of Minnesota.
Kramsch, C. (2002). In search of the intercultural. Journal of Sociolinguistics, 6: 275–285.
Livingston, C., & Borko, H. (1989). Expert‐novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education (July‐August), 36‐42.
Lortie, D. (1975). Schoolteacher: a sociological study. Chicago, IL: University of Chicago Press.
Mertz, E. (1985). Beyond symbolic anthropology: Introducing semiotic mediation. In E. Mertz & R. Parmentier (Eds.), Semiotic mediation, (pp. 1‐19). New York: Academic Press.
Moon, J. (1999). Reflection in learning and professional development. New York: Routledge Falmer.
Norton, B. (2002). Language and Identity. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and Language Education, pp. 349‐364, New York: Multilingual Matters.
Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates.
Osterman, K. (1990). Reflective practice: a new agenda for education. Education and Urban Society, 22(2), 133‐152.
Raymond, H. C. (2000). Learning to teach foreign languages: Case studies of six preservice teachers in a teacher education program. Unpublished dissertation. Columbus, Ohio: The Ohio State University.
Richards, J.C. (1990). The language teaching matrix. New York: Cambridge University Press.
Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the processes of change. The PAC Journal, 1(1), 41‐62.
Richards, L. (2005). Handling qualitative data: A practical guide. Thousand Oaks, CA: Sage.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866.
Rossman, G.B., & S.F. Rallis. (1998). Learning in the Field: An Introduction to Qualitative Analysis. Thousand Oaks, CA: Sage.
Seidman, I. (1998). Interviewing as qualitative research. A guide for researchers in education and social sciences. NY: Teachers College Press.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1‐22.
Stofflet, R., & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 21(1), 31‐51.
van Lier, L. (1998). The relationship between consciousness, interaction and language awareness. Language Awareness, 7(2 & 3), 128‐145.
Thank you for copying data from http://www.arastirmax.com
