HARGREAVES A. Changing teachers, changing times: teachers' work and culture in the postmodern age[M]. London: Bloomsbury Publishing, 2001.
THOMAS L, BEAUCHAMP C. Understanding new teachers' professional identities through metaphor[J]. Teaching and Teacher Education, 2010, 27(4): 762-769.
BEIJAARD D, MEIJER P C, VERLOOP N. Reconsidering research on teachers' professional identity[J]. Teaching and Teacher Education, 2003, 20(2) : 107-128.
HONG J Y. Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession[J]. Teaching and Teacher Education, 2010, 26(8): 1530-1543. doi: 10.1016/j.tate.2010.06.003
BRUCE B J, TWYMAN J P, EARL R F. The role of the teacher and occupational choice[J]. The School Review, 1962, 70(2): 191-206. doi: 10.1086/442618
CHREIM S, WILLIAMS B E, HININGS C R. Interlevel influences on the reconstruction of professional role identity[J]. The Academy of Management Journal, 2007, 50(6): 1515-1539.
SACHS J. Teacher professional identity: Competing discourses, competing outcomes[J]. Journal of Education Policy, 2001, 16(2): 149-161. doi: 10.1080/02680930116819
KORTHAGEN F A J. In search of the essence of a good teacher: towards a more holistic approach in teacher education[J]. Teaching and Teacher Education, 2003, 20(1): 77-97.
BALL A F, TYSON C A. Studying diversity in teacher education[M]. Lanham: Rowman & Littlefield Publishers, 2011.
LASKY S. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform[J]. Teaching and Teacher Education, 2005, 21(8): 899-916. doi: 10.1016/j.tate.2005.06.003
BEIJAARD D. Teachers' prior experiences and actual perceptions of professional identity[J]. Teachers and Teaching, 2006, 1(2): 281-294.
BEIJAARD D, VERLOOP N, VERMUNT J D. Teacher's perception of professional identity: An exploratory study from a personal knowledge perspective[J]. Teaching and Teacher Education, 2000, 16(7): 749-764. doi: 10.1016/S0742-051X(00)00023-8
张建丽. 国内教师身份研究三十年述评: 问题与展望(1985—2016)[J]. 外语教育, 2018(1): 1-12.
文灵玲, 徐锦芬. 国外教师专业身份研究综述[J]. 教师教育研究, 2014(6): 93-100.
陶丽, 李子建. 课程改革背景下教师专业身份的理解与建构——基于师生互动的视角[J]. 教师教育研究, 2018(3): 79-85.
王玲宁, 兰娟. 青年群体微信朋友圈的自我呈现行为——一项基于虚拟民族志的研究[J]. 暨南学报(哲学社会科学版), 2017(12): 115-125, 128.
宋萑, 张文霄. 教师专业认同: 从专业角色走向身份认同[J]. 全球教育展望, 2012(3): 56-62.
董玲. 新任教师专业社会化问题探索——以对上海市部分小学新任教师的实证调查为案例[D]. 上海: 上海师范大学, 2007.
刘爽. 教师专业身份认同探析[J]. 江苏教育研究, 2010(1): 36-38.
李茂森. 论专业身份认同在教师研究中的价值[J]. 上海教育科研, 2009(9): 33-36.
COHEN D K, MCLAUGHLIN M W, TALBERT J E. Teaching for understanding: Challenges for policy and practice[M]. San Francisco: Jossey-Bass, 1993: 167-206.
胡美云. 教师专业身份认同: 彰显教师"个体自我"生命力[J]. 现代教育科学, 2009(4): 37-38.