Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717.
Aliakbari, M., & Allahmoradi, N. (2012).On Iranian school teachers’ perceptions of the principles of critical pedagogy. International Journal of Critical Pedagogy, 4(1), 154-171.
Atai, M. & Moradi, H. (2016). Critical pedagogy in the context of Iran: Exploring English teachers’ perception. Applied Research on English Language, 5(2), 121-144.
Bartolome, L. (2004). Critical pedagogy and teacher education: Radicalizing prospective teachers. Teacher Education Quarterly, 31(1), 97-122.
Bartolomé, L. & Balderrama, M. (2001).The need for educators with political and ideological clarity. In (Eds.). M de la Luz Reyes and J. Halcón. The best for ourchildren: Critical perspectives on literacy for Latino students. New York: Teachers College Press.
Benesch, S. (2009).Critical English for academic Purposes: Theory, politics, and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 163-171). New York: Cambridge Press.
Botelho, M. J., & Gibson-Gates, C. (2008). Posing questions together: Critical collaborative inquiry in initial teacher education. In C. Rolheiser (Ed.), Initial teacher education: Enriching and extending partnerships (pp. 18-24). Toronto: Ontario Institute for Studies in Education of the University of Toronto.
Britzman, D. (2000). Teacher education in the confusion of our times. Journal of Teacher Education, 51(3), 200-205.
Burns, A., & Richards, J. C. (Eds.) (2009).The Cambridge guide to second language teacher education. New York: Cambridge University Press.
Burns, M., & Pachler, N. (2004). Inquiry as stance: Teacher professional learning and narrative. Teacher Development, 8(2), 149-164.
Burton, J. (2005). The importance of teachers writing on TESOL.TESL-EJ, 9(2), 1-18.
Comber, B. (2001). Critical literacies and local action: Teacher knowledge and a “new" research agenda. In B. Comber, & A. Simpson (Eds.), Negotiatingcritical literacies in classrooms (pp. 272-282). New Jersey: Lawrence Erlbaum Associates Publishers.
Comeau, L. (2008). Knowing better: Toward a genealogy of critical consciousness. Saarbrücken, Germany: VDM, Inc.
Conagarajah, S. (1999a). On EFL teachers, awareness, and agency. ELT Journal, 53(3), 207- 214
Conagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and research (pp. 931-949). Mahwah, NJ: Lawrence Erlbaum.
Cook, V. (1992). Evidence for multicompetence. Language Learning, 42, 557-591.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
Cox, M. I. P., & Assis-Peterson A. A. (1999). Critical pedagogy in ELT: Images of Brazilian teachers of English. TESOL Quarterly, (33)3, 433–451.
Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32(2), 319-328.
Crawford, L. M. (1978). Paulo Freire’s philosophy: Derivation of curricular principles and their application to second language curriculum design (Unpublished doctoral dissertation). University of Minnesota, Minneapolis.
Dantas-Whitney, M., & Waldschmidt, E. (2009). Moving toward critical cultural consciousness in ESOL and bilingual teacher education. Bilingual Research Journal, 32, 60-76.
Dozier, C., Johnston, P., & Rogers, R. (2006).Critical literacy, critical teaching: Tools for preparing responsive teachers. New York: Teachers College Press.
Freeman, D (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). UK: Cambridge University Press.
Freeman, D. (2009). The scope of Second language teacher education. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 11-19). New York: Cambridge University Press.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3). 397-417.
Freire, P. (1973). Education for critical consciousness. New York: Seabury Press.
Freire, P. (1974). Pedagogy of the oppressed. New York: Penguin Books.
Gatimu, M. (2009). Undermining critical consciousness unconsciously: Restoring hope in the multicultural idea. Journal of Educational Change, 10, 47-61.
Gay, G., & Kirkland, K. N. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181-187.
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 30-39). New York: Cambridge University Press.
Hollstein, M. S. (2006). Critical pedagogy: Pre-service teacher, perspectives (Unpublished master’s thesis). Ohio University.
Kanpol, B. (1999). Critical pedagogy: An introduction. Greenwood publishing group.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. London: Yale University Press.
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
McDonough, K. (2009). Pathways to critical consciousness: A first year teacher’s engagement with issues of race and equity. Journal of Teacher Education, 60(5), 528-537.
McDonough, K. (2015). Performing critical consciousness in teaching: Entanglement of knowing, feeling and relating (Unpublished doctoral dissertation). Massachusetts University.
McWhirter, E. H., & McWhirter, B. T. (2016). Developing a measure of Latina/o adolescent critical consciousness. Journal of Career Assessment, 24(3), 543-558. DOI: 10.1177/1069072715599535
Miller, J. (2009). Teacher Identity. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 172-181). New York: Cambridge University Press.
Milner, H. R. (2013). Policy reforms and de-professionalization of teaching. Boulder, CO. Retrieved in September 2017 from
Nieto, S. (1995). From brown heroes and holidays to assimilationist agendas. In C. Sleeter & P. McLaren (Eds.) Multicultural education, critical pedagogy, and politics of differences (191-220). Mahwah, NJ: Lawrence Erlbaum.
Nieto, S., & Bode, P. (2012). Affirming Diversity: The sociopolitical context of multicultural education. Boston: Pearson.
Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
Pavlenko, A., & Blackledge, A. (Eds.) (2003). Critical pedagogies and language learning. Clevedon, UK: Multilingual Matters.
Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303- 314.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
Pennycook, A. (2004). Critical moments in a TESOL Praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-345). Cambridge: Cambridge University Press.
Rodriguez, L. (2008). Integrate or adapt? reflections on teaching preservice educators for critical consciousness. The New Educator, 4, 291-308.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.
Smith, F. (1990).To Think. New York, NY: Teachers College Press.
Soodmand Afshar, H., & Donyaie, Sh. (2019). English teachers’ perception of critical pedagogy: Any discrepancy between perception and actual classroom implementation?. Applied Research on English Language, 8(1), 78-114.
Thomas, A. J., Barrie, R., Brunner, J., Clawson, A., Hewitt, A., Jeremie-Brink, G., Rowe- Johnson, M. (2014). Assessing critical consciousness in youth and young adults. Journal of Research on Adolescence, 24(3), 485-496. doi: 10.1111/jora.12132
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1), 21-44.
Wallace, M. (1995).Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Willis, A., Montavon, M., Hunter, C., Hall, H., Burkle, L., Herrera, A. (2008).On Critically Conscious Research: Approaches to Language and Literacy Research. New York, NY: Teachers College Press.
Yilmaz, K. (2009). Elementary school teachers’ views about the critical pedagogy. The Asia Pacific Education Researcher, 18(1), 139-149.