1. Aoki, N. (2009). A small-scale narrative inquiry for teacher development. In T. Yoshida et al. (Eds.), Researching language teaching and learning: An integration of practice and theory (pp. 201–213). Bern: Peter Lang.
2. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203–219. https://doi.org/10.1080/13664530701414720.
3. Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling Hammond (Eds.), Teaching as the learning profession: A handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.
4. Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development, 47(6), 366–369. https://doi.org/10.1159/000081039.
5. Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. English Language Teaching Journal, 62(3), 231–239. https://doi.org/10.1093/elt/ccm043.