Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31.
Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.
Freire, P. (2005). Teachers as cultural workers: Letters to teachers who dare teach.Cambridge: Westview Press.
Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
Johnson, K. E. (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. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge.
Kohonen, V. (1997). Authentic assessment as an integration of language learning, teaching, evaluation and the teacher’s professional growth. In A. Huhta, V. Kohonen, L. Kurki-Suonio, & S. Luoma (Eds.), Current developments and alternatives in language assessment: Proceedings of LTRC 96 (pp. 7-22). Finland: University of Jyväsk
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Jersey: Yale University Press.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Taylor & Francis.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9(5/6), 443-456.
King, E. T. (2013). Review of language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. TESL-EJ, 16(4).
Li, L. (2017). Social Interaction and Teacher Cognition. London: Edinburgh University Press.
Nguyen, H. T. (2008). Conceptions of teaching by five Vietnamese American pre-service teachers. Journal of Language, Identity and Education, 7(2), 113-136.
Potter, J., & Edwards, D. (1999). Social representations and discursive psychology: From cognition to action. Culture & Psychology, 5(4), 447-458.
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-175.
Stein, P. (2004). Re-sourcing resources: Pedagogy, history and loss in a Johannesburg classroom. In M. R. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach. Clevedon: Multilingual Matters.
Toohey, K., & Waterstone, B. (2004). Negotiating expertise in an action research community. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 291- 310). Cambridge: Cambridge University Press.