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