تأثیر روابط راهنمایی بر تحولات هویت حرفه ای دانشجومعلمان در دوره‌های کارورزی: یک مطالعه کیفی در دانشگاه فرهنگیان

Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706–717. https://doi.org/10.1016/j.tate.2012.02.005

Adib, Y., Fathi Azar, E., & Arefnejad, S. (2017). The professional identity of student-teachers at Farhangian University in East Azerbaijan Province. Teacher Education Policy Studies, 1(1), 147–162.https://journals.cfu.ac.ir/article_394.html

Alsup, J. (2005). Teacher identity studies: A conceptual framework and review of the literature. Journal of Teacher Education, 56(2), 102-113.https://doi.org/10.1177/0022487105274880

Ambrosetti, A., & Dekkers, J. (2010). Mentoring: The pre-service teacher’s perspective. Australian Journal of Teacher Education, 35(6), 49-62. https://doi.org/10.14221/ajte.2010v35n6.4

Amorim, C., & Ribeiro-Silva, E. (2024). Cooperating teachers’ perceptions and contributions to preservice teachers’ professional identities. Education Sciences, 14(2), 167. https://doi.org/10.3390/educsci14020167

Bahari, A. (2022). Teacher identity in technology-assisted language learning: Challenges and affordances. E-Learning and Digital Media, 19(4), 396–420. https://doi.org/10.1177/ 20427530221092855

Beauchamp, C., & Thomas, L. (2009). The role of identity in teachers' professional learning. Teaching and Teacher Education, 25(2), 173-181.https://doi.org/10.1016/j.tate.2008.06.012

Beauchamp, C., and Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge J. Educ. 39, 175–189. doi: 10.1080/03057640902902252

Beck, C., & Kosnik, C. (2000). The pre-service teacher-mentor relationship: A view from both sides. Canadian Journal of Education/Revue canadienne de l'éducation, 25(4), 289-304.https://doi.org/10.2307/1585897

Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching, 1(2), 281–294. https://doi.org/10.1080/1354060950010209

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Teacher identity: An integrative review of the literature. Educational Research Review, 25(2), 107-128.https://doi.org/10.1016/j.tate.2005.02.012

Bieler, C. A. (2013). Developing an identity as a teacher: A comprehensive mentoring approach. Journal of Teacher Education, 64(2), 133-145.https://doi.org/10.1177/0022487112474751

Bradbury, L., & Koballa, T. R., Jr. (2008). Factors influencing pre-service science teachers' identity development as a teacher of science. Journal of Research in Science Teaching, 45(6), 666-688.https://doi.org/10.1002/tea.20231

Cai, Z., Tang, H., Luo, W., Zhang, H., Lu, Y., & Wei, R. (2022). Teaching practicum affects pre-service teachers’ professional identity: Self-efficacy and learning engagement as mediators. International Journal of Educational Research, 113, 101962.https://doi.org/10.1016/j.ijer.2022.101962

Cai, Z., Zhu, J., & Tian, S. (2022). Preservice teachers’ teaching internship affects professional identity: Self efficacy and learning engagement as mediators. Frontiers in Psychology, 13, Article 1070763. https://doi.org/10.3389/fpsyg.2022.1070763

Carrington, S., Kervin, L., & Ferry, B. (2011). Responding to the challenge of embedding professional learning in pre-service teacher education: An Australian perspective. Teaching and Teacher Education, 27(1), 112–120. https://doi.org/10.1016/j.tate.2010.07.001

Cattley, C. (2007). Professional identity and community of practice. Australian Journal of Teacher Education, 32(3), 1-13.https://doi.org/10.14221/ajte.2007v32n3.1

Chen, Z., Sun, Y., & Jia, Z. (2022). A study of student teachers' emotional experiences and their development of professional identities. Frontiers in Psychology, 12, Article 810146.https://doi.org/10.3389/fpsyg.2021.810146 

Crocetti, E., Albarello, F., Meeus, W., & Rubini, M. (2023). Identities: A developmental social‑psychological perspective. European Review of Social Psychology, 34(1), 161–201. https://doi.org/10.1080/10463283.2022.2104987

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional lives of teachers: The importance of identity. British Educational Research Journal, 32(4), 601-618.https://doi.org/10.1080/01411920600781711

Delgado, L. D. F., Moreno, I. O., & Ballesteros, A. C. V. (2020). The impact of role modeling on the professional identity of pre‑service teachers. Indonesian Journal of Applied Linguistics, 10(1), 143–152. https://doi.org/10.17509/ijal.v10i1.25024

Delgado, L. F., Giraldo, P. A., & Rueda, H. H. (2020). The impact of role modelling on pre-service teachers’ professional identity. Colombian Applied Linguistics Journal, 22(2), 241-255.https://doi.org/10.14483/22487085.16335

Dog˘ an, & Erdiller Yatmaz, Z. B. (2018). The examination of Turkish early childhood education teachers’ professional identity. Early Child Development and Care, 188(10), 1328–1339. https://doi.org/10.1080/03004430.2016.1269763

Estaji, M., & Ghiasvand, F. (2022). Teacher assessment identity in motion: The representations in e-portfolios of novice and experienced EFL teachers. Issues in Language Teaching, 11(2), 33–66.https://doi.org/10.22054/ilt.2022.70302.741

Estola, E. (2003). Learning to be a teacher: The role of narratives and reflection in teacher education. Journal of Teacher Education, 54(5), 416-431.https://doi.org/10.1177/0022487103259972

Fazlioglu-Schwaller, D., & Akkus-Cakır, N. (2025). Professional identity development in pre-service teachers: The impact of informal online mentoring. Teaching and Teacher Education, 145, 104576.https://doi.org/10.1016/j.tate.2024.104576

Ferrier-Kerr, J. (2009). The mentoring relationship: The journey from pre-service to novice teacher. New Zealand Journal of Educational Studies, 44(1), 77-88.

Freese, A. R. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teach. Teach. Educ. 22, 100–119. https://doi.org/10.1016/j.tate.2005.07.003

Friesen, S., & Besley, S. (2013). The professional identity of teachers in a knowledge society. Education Canada, 53(3), 18-22.https://www.edcan.ca/articles/the-professional-identity-of-teachers/

Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099

Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh, UK: Edinburgh University Press.

Hellman, K. (2007). Teacher identity and its link to professional development. Teaching and Teacher Education, 23(7), 963-978.https://doi.org/10.1016/j.tate.2007.05.006\

Izadinia, M. (2013). Teacher identity development: A meta-analysis. International Journal of Educational Research, 12(4), 621-638.https://doi.org/10.1016/j.ijer.2013.06.002

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. https://doi.org/10.1016/j.tate.2015.08.003

Izadpanah, S., & Maleki, A. (2021). Professional Identity and Its Challenges for Pre-service Teachers at Farhangian University. Journal of Teacher Education Research, 4(2), 1-15.https://doi.org/10.22034/jter.2021.282862.1384

Johnson, K. E. (2003). The relationship between mentor teacher and pre-service teacher. Journal of Teacher Education, 54(3), 209-219.https://doi.org/10.1177/0022487103253243

Karim, A., Kabilan, M. K., Sultana, S., Amin, E. U., & Rahman, M. M. (2024). Reflecting on reflections concerning critical incidents in developing pre‑service teachers’ professional identity: Evidence from a TESOL education project. English Teaching & Learning, 48(3), 291–318.https://doi.org/10.1007/s42321-023-00140-1

Karimi, M., & Norouzian, M. (2016). Analysis of pre-service teachers' professional identity at Farhangian University. Quarterly Journal of Curriculum Research, 13(1), 135-152.https://jcr.khu.ac.ir/article_1011850.html

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Toward a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. https://doi.org/10.1016/j.tate.2003.10.002

Kim, D., Gils, T., & Hong, J. E. (2021). Professional Teacher Identity Development Through Digital Stories: A Narrative Inquiry. Journal of Teacher Education, 72(2), 177-191.https://doi.org/10.1177/0022487120973684

Kim, D., Long, Y., Zhao, Y., Zhou, S., & Alexander, J. (2021). Teacher professional identity development through digital stories. Computers & Education, 162, Article 104040. https://doi.org/10.1016/j.compedu.2020.104040

Li, X. (2023). A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning. Heliyon, 9(4), Article e15510. https://doi.org/10.1016/j.heliyon.2023.e15510

Liu, W. C. (2021). Singapore's approach to developing teachers: A foray into international teaching assistantship. Educational Research for Policy and Practice.  https://doi.org/10.1007/s1067 1- 021- 09301 - 0

Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1–19). Springer. https://doi.org/10.1007/978-3-319-58542-4_1

Patrick, F. (2013). Mentoring relationships: Perceptions of pre-service teachers. Journal of Teacher Education, 64(3), 208-219. https://doi.org/10.1177/0022487113481283

 Pillen, M. T. P., Den Brok, P. J., & Beijaard, D. (2013). Tensions in beginning teachers’ professional identity development. Teaching and Teacher Education, 32, 23-33.https://doi.org/10.1016/j.tate.2012.12.001

Pillen, M., Beijaard, D., & Den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455

Pittard, B. (2003). Mentoring for teacher change. Teacher and Teacher Education, 19(3), 329-342.https://doi.org/10.1016/S0742-051X(03)00021-9

Rodrigues, F., & Mogarro, M. J. (2019). Student teachers’ professional identity: A review of research contributions. Educational Research and Reviews, 28, 100286. https://doi.org/10.1016/j.edurev.2019.100286

Sanya Pelini, E. (2017). Analysing the socio-psychological construction of identity among pre-service teachers. Journal of Education for Teaching, 43(1), 61-70. https://doi.org/10.1080/02607476.2017.1265185

Scheib, B. (2007). Teacher identity and teacher attrition. The Teacher Educator, 42(4), 312-328.https://doi.org/10.1080/08878730709555416

Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency. Teaching Education Quarterly, 35(1), 73–88. https://www.jstor.org/stable/23478982

Stenberg, K., & Maaranen, K. (2020). The differences between beginning and advanced student teachers’ teacher identities based on their practical theories. Education Inquiry, 11(3), 196–210. https://doi.org/10.1080/20004508.2020.1716541

Thomas, L., and Beauchamp, C. (2007). Learning to live well as teachers in a changing world: Insights into developing a professional identity in teacher education. J. Edu. Thought. 41, 229–243. https://www.jstor. org/stable/23765520

Ticknor, E. S. (2014). Negotiating professional identities in teacher education: A closer look at one preservice teacher's language. Teaching and Teacher Education, 41, 28-37.https://doi.org/10.1016/j.tate.2014.03.003

V Alvarado Gutiérrez, M., A Neira Adasme, M., & Westmacott, A. (2019). Collaborative reflective practice: Its influence on pre-service EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3, Special Issue), 53-70.https://doi.org/10.30466/ijltr.2019.120736

Vavrus, M. (2009). The influence of reflective practice on teacher identity development. Journal of Teacher Education, 60(2), 163-178.https://doi.org/10.1177/0022487108330514

Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 1–27). Springer. https://doi.org/10. 1007/978-1-4419-7988-9_1

Wang, C. A., & Liu, W. C. (2024). Teacher professional identity development: Insights from self-determination theory. Teaching and Teacher Education, 142, 104523.https://doi.org/10.1016/j.tate.2024.104523

Wang, X., Zhu, J., Liu, L., Chen, X., and Huo, J. (2018). Active construction of profession-related events: the priming effect among pre-service teachers with different professional identity. Front. Psychol. 9, 1–8. https://doi.org/10.3389/fpsyg.2018.00233

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Webb, L. (2005). Professional development and the formation of teacher identity. Journal of Teacher Education, 56(5), 454-469.https://doi.org/10.1177/0022487105281512

Williams, J. (2010). Mentoring: The pre-service teacher’s perspective. Australian Journal of Teacher Education, 35(6), 49-62.https://doi.org/10.14221/ajte.2010v35n6.4

Yan, Y. (2024). Bibliometric review of teacher professional identity scholarship over two decades. Sage Open, 14(2). https://doi.org/10.1177/21582440241241173

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378

Zeynali, M., Jafari Gohar, M., Ataei, M. R., & Soleimani, H. (2023). Practicum and professional identity formation: A longitudinal mixed-methods study on Iranian EFL student teachers. Journal of New Research in English Language Studies, 10(3), 39–69.https://www.magiran.com/p2581164

Zhou, J., Li, Y., & Yang, B. (2022). The construction of EFL pre-service teachers’ professional identity: A study of pre- and post-practicum metaphors. System, 106, 102766. https://doi.org/10.1016/j.system.2022.102766

Zineli, M., Ghaderi, H., & Ahmadi, A. (2023). Practicum and the formation (personality change) of professional identity: A long-term mixed-methods study on Iranian English language pre-service teachers. Journal of Research in Curriculum Planning, 20(1), 85-101. ttps://jcrp.cfu.ac.ir/article_172088.html