Alvesson, M., & Willmott, H. (2002). Identity regulation as organizational control: Producing the appropriate individual. Journal of Management Studies. 39, 619-644.
پالمر، پارکر.جی (1400)، شهامت تدریس سفری به دنیای درون معلم (ترجمه نوگل روحانی). تهران: هوش ناب.
Anspal, T., Eisenschmidt, E., & Lofstrom, E. (2012). Finding myself as a teacher: Exploring the shaping of teacher identities through student teachers’ narrative. Teachers and Teaching: Theory and Practice, 18(2), 197-216.
پیریایی، حسین و شهبازی، شهرام (1393). نقش و جایگاه معلم در تحول بنیادین آموزشوپرورش. ماهنامه رشد فناوری آموزش، 29(7)، 17-4.
Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal. 81(1),15–27.
حجازی، اسد (1397). تعیین ابعاد و مؤلفههای هویت حرفهای معلمان ابتدایی. فصلنامه راهبردهای نوین تربیتمعلمان، 4(6)، 56-36.
Ashford, S.J, & Taylor, M.S. (1990). Adaptation to work transitions: An integrative approach. In G.R. Ferris and K.M. Rowland (eds), Research in Personnel and Human Resources Management. 8, 1- 39.
حیدری، نقدعلی، عطاران، ژیلا و حاجیحسیننژاد، محمد (1392). تجربههای دوران تحصیل و شکلگیری هویت حرفهای معلم: پژوهشی خود مردمنگارانه. پژوهشهای انسانشناسی ایران،3(1)، 28-7.
Ashforth, B.E., & Johnson, S.A. (2001). Which hat to wear? The relative salience of multiple identities in organizational contexts. In M.A. Hogg and D.J. Terry (eds), Social Identity Processes in Organizational Contexts. Philadelphia, PA: Psychology Press. 31-18.
رضایی، منیژه (1391). بررسی مسائل حرفهای ادراکشده از سوی معلمان با سوابق خدمتی متفاوت در نظام آموزشی ایران. فصلنامۀ نوآوریهای آموزشی، 44(11)، 139-119.
Aydin, I., Guner, T., & Erdmli, O, (2015). Teachers views regardin the social status of the teaching profession, Anthropologist. 22(2), 146-156.
رومانی، سعید، حاجیحسیننژاد، غلامرضا، حسینیخواه، علی و فاضلی، نعمتالله (1396). شناسایی و واکاوی فرهنگ معلمان ابتدایی استان لرستان: رویکرد مردمنگاری. فصلنامه تعلیم و تربیت، 137، 192-167.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education. 39(2), 175-189.
رئوف، علی (1379). جنبش جهانی برای بهسازی تربیتمعلم. تهران: وزارت آموزشوپرورش، پژوهشکده تعلیم و تربیت.
Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice. 1(2), 281–294.
صافی، احمد (1382). تأمین و تربیتمعلم در ایران: گذشته، حال و آینده. فصلنامه تعلیم و تربیت، 72 و 73، 49-11.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
صافی، احمد (1387). سیر تحول تربیتمعلم در آموزشوپرورش معاصر ایران: گذشته، حال و آینده. فصلنامه تعلیم و تربیت، 4(96)، 42-15.
Bergami, M., & Bagozzi, R.P. (2000). Self-categorization, affective commitment and group self-esteem as distinct aspects of social identity in the organization. British Journal of Social Psychology, 6, 17-55.
صولتی، مهران (1399). مسئلهای به نام معلم ایرانی. فصلنامه تخصصی فلسفه آموزش، 1(1)، 47-39.
Caplow, T. (1966). Sequential steps in professionalization. In H.L. Vollmer and D.L Mills (eds), Professionalism. Englewood Cliffs, NJ: Prentice-Hall, 19- 21.
فاضلی، نعمتالله (1390). مردمنگاری آموزش (چند مطالعه مردمنگارانه در زمینه آموزشوپرورش امروز ایران). تهران: علم.
Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of schools. Educational Researcher, 25(3), 24–30.
فاضلی، نعمتالله (1392). تاریخ فرهنگی ایران مدرن: گفتارهایی در زمینه تحولات گفتمانی ایران امروز از منظر مطالعات فرهنگی. تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726.
فاضلی، نعمتالله (1397). مدرسه بهمثابه میدان معنا، برگرفته از کتاب مرگ مدرسه (به کوشش خسرو باقری و مرتضی نظری). 142 -107.
Cooley, Ch. H. (1902). Human Nature and the Social Order. New York: Scribners.
فاضلی، نعمتالله (1398). معلمی، تراژدی فرهنگ مدرن ایران. مجله خبری تحلیلی رسانه فرهنگ، انجمن ایرانی مطالعات فرهنگی و ارتباطات، 13(44)، 23-21.
Day, C. (2004). A Passion for teaching. London: Routledgefalmer.
قربانی، حسین، میرشاهجعفری، سیدابراهیم، نصراصفهانی، احمدرضا و نیستانی، محمدرضا (1398). چرایی تا چیستی معلمی: زندگی کاوی مبتنی بر خودشرححالنویسی مشارکتی در بستر تعلیم و تربیت. دوفصلنامه تربیت اسلامی، 14(29)، 178-153.
Day, Ch., Kingtona, A., Stobartb, G., & Sammons,P. (2005). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601–616.
کهندل، مرضیه، کرمی، مرتضی، آهنچیان، محمدرضا و مهرمحمدی، محمود (1397). بازنمایی مناقشات ناظر بر دو گفتمان توسعه حرفهای و هویت حرفهای معلم از منظر مناسبات قدرت. پژوهشنامه مبانی تعلیم و تربیت، 8(2)، 122-103.
Dillabough, J. A. (1999). Gender politics and conceptions of the modern teacher: Women, identity and professionalism. British Journal of Sociology of Education, 20(3), 373–394.
محمدی، داود (1395). جدی بودن بحران هویت حرفهای در سیمای شغل معلمی در ایران. مجله الکترونیک صدای معلم http://www.sedayemoallem.ir
Dutton, J.E., Dukerich, J.M., & Harquail, C. (1994). Organizational images and member identification. Administrative Science Quarterly, 39, 239-263.
محمودیبورنگ، محمد و نبئی، حمزه (1398). عوامل مؤثر بر هویت حرفهای معلم: مروری نظاممند. فصلنامه توسعه حرفهای معلم، 4(1)، 94-77.
Gardner, P. (1995). Teacher training and changing professional identity in early twentieth century England. Journal of Education for Teaching, 21(2), 191-218.
مسرور، رضا (1394). بازنگری علل مؤثر بر نقش معلم در ارتقای کیفیت امور فرهنگی تربیتی دانشآموزان آیندهسازان جامعه. سومین همایش ملی مدرسه فردا.
Goddard,R. 2003. Beginning teacher perceptions of their work, well-being and intention to leave. Asia Pacific Journal of Teacher Education and Development, 6(2). 99-110.
مقیمی، اعظم، پارسامهر، مهربان و روحانی، علی (1402). از انگیزهها تا ترسها: کاوشی از هویت حرفهای معلمان. فصلنامه پژوهشهای راهبردی مسائل اجتماعی ایران،12(40)، 66-37.
Goodson, I. F., and Cole, A. L. (1994). Exploring the teacher's professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85–105
مهدیان، سمیه، حکیمزاده، رضوان، صفاییموحد، سعید و صالحی، کیوان (1396). بازنمایی ادراک و تجربه زیسته معلمان از منزلت اجتماعیشان، مطالعهای به روش پدیدارشناسی. فصلنامه خانواده و پژوهش، 38، 37-19.
Haslam, S.A. (2001). Psychology in Organizations: The Social Identity Approach. London: Sage.
میرعربرضی، رضا، فردانش، هاشم و طلایی، ابراهیم (1391). فرهنگ معلمی: عاملی مهم در تحقق یا عدم تحقق اصلاحات برنامه درسی مدرسهای. فصلنامه مطالعات برنامه درسی ایران، 7(26)، 104-83.
Hogg, M.A., & Terry, D.J. (2000). Social identity and self-categorization processes in organizational contexts. Academy of Management Review, 25, 121-140.
نجاتی، لیلا، عباسیان، حسین، زینآبادی، حسن و آراسته، حمیدرضا (1398). واکاوی پدیده بدبینی سازمانی معلمان: یک پژوهش روش کیفی. فصلنامه مدیریت مدرسه، 8(4)، 153-135.
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity inprofessional adaptation. Administrative Science Quarterly,44(4), 764-791.
نظری، مرتضی، باقری، خسرو، رنانی، محسن، عشایری، حسن، فاضلی، نعمتالله، فراستخواه، مقصود، قانعیراد، محمدامین و محمدی، جعفر (1397). مرگ مدرسه: گفتارهای انتقادی در آموزشوپرورش ایران. تهران: مشق شب، 105-79.
Mael, F., & Ashforth, B.E. (1992). Alumni and their alma mater: A partial test of the reformulated model of organizational identification. Journal of Organizational Behavior, 13, 103-123.
ولیزاده، لیلا و قربانی، احمد (1394)، هویت حرفهای پرستاران و عوامل مرتبط با شکلگیری آن: یک مقاله مروری. نشریه پژوهش پرستاری، 10(4)، 88-97.
Mawhinney, H., & Xu, F. (1997). Restructuring the identity of foreign-trained teachers in Ontario schools. TESOL Quar-terly, 31(3), 632–639.
Alvesson, M., & Willmott, H. (2002). Identity regulation as organizational control: Producing the appropriate individual. Journal of Management Studies. 39, 619-644.
McCrae, N., Jones,A. S., & laker, C. (2014).Merely a stepping stone?professional identity and career prospects following postgraduate mental health nurse training. Journal of psychiatric and mental health nursing, 21(9), 767-273
Anspal, T., Eisenschmidt, E., & Lofstrom, E. (2012). Finding myself as a teacher: Exploring the shaping of teacher identities through student teachers’ narrative. Teachers and Teaching: Theory and Practice, 18(2), 197-216.
Morrow, PC., & Goetz, J.F. (1988). Professionalism as a form of work commitment. Journal of Vocational Behavior, 32, 92-111.
Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal. 81(1),15–27.
Nicholson, N. (1984). A theory of work role transitions. Administrative Science Quarterly, 29(2), 172-191.
Ashford, S.J, & Taylor, M.S. (1990). Adaptation to work transitions: An integrative approach. In G.R. Ferris and K.M. Rowland (eds), Research in Personnel and Human Resources Management. 8, 1- 39.
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3).
Ashforth, B.E., & Johnson, S.A. (2001). Which hat to wear? The relative salience of multiple identities in organizational contexts. In M.A. Hogg and D.J. Terry (eds), Social Identity Processes in Organizational Contexts. Philadelphia, PA: Psychology Press. 31-18.
Palmer, P. J. (1997). The courage to teach: Exploring the inner landscape of a teachers life. San Francisco, CA: Jossey-Bass Publishers.
Aydin, I., Guner, T., & Erdmli, O, (2015). Teachers views regardin the social status of the teaching profession, Anthropologist. 22(2), 146-156.
Pratt, M.G. (1998). To be or not to be: Central questions in organizational identification. In D.A. Whetton and PC. Godfrey (eds), Identity in Organizations: Building Theory Through Conversations. Sage Publications, 171-207.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education. 39(2), 175-189.
Pratt, M.G. (2012). Rethinking identity construction processes in organizations: Three questions to consider. Oxford University Press, 21-49.
Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching: Theory and Practice. 1(2), 281–294.
Pratt, M.G., & Foreman, P. (2000). Classifying managerial responses to multiple identities. Academy of Management Review, 25, 18-42.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
Roberts, L.M., Dutton, J.E., Spreitzer, G.M., Heaphy, E.D. & Quinn, R.E. (2005). Composing the reflected best self portrait: Building pathways for becoming extraordinary in work organizations. Academy of Management Review, 30, 712-736.
Bergami, M., & Bagozzi, R.P. (2000). Self-categorization, affective commitment and group self-esteem as distinct aspects of social identity in the organization. British Journal of Social Psychology, 6, 17-55.
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: developing teacher identities and roles-a case study of South Africa. International Journal of Educational Research, 33(5), 475–491.
Caplow, T. (1966). Sequential steps in professionalization. In H.L. Vollmer and D.L Mills (eds), Professionalism. Englewood Cliffs, NJ: Prentice-Hall, 19- 21.
Schein, E.H. (1978). Career Dynamics: Matching Individual and Organizational Needs. Reading, MA: Addison-Wesley.
Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of schools. Educational Researcher, 25(3), 24–30.
Serpe, R.T., & Stryker, S. (1987). The construction of self and reconstruction of social relationships. Greenwich, CT: JAI, 41-66.
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726.
Skorikov, V. & Vondracek, R. W. (1998).Vocational identity development: its relationship to other, identity domains and to overall identity development. Journal of Career Assessment, 6(1).
Cooley, Ch. H. (1902). Human Nature and the Social Order. New York: Scribners.
Slay, H., & Smith, D.A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85-107.
Day, C. (2004). A Passion for teaching. London: Routledgefalmer.
Solari, A & Ortega, E.M. (2020). Teachers’ professional identity construction: A sociocultural approach to its definition and research. Journal of Constructivist Psychology, 35, 626 - 655.
Day, Ch., Kingtona, A., Stobartb, G., & Sammons,P. (2005). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601–616.
Stryker, S. & Burke, P.J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63, 284-297.
Dillabough, J. A. (1999). Gender politics and conceptions of the modern teacher: Women, identity and professionalism. British Journal of Sociology of Education, 20(3), 373–394.
Stryker, S. (1987). The Interplay of affect and identity: exploring the relationships of social structure, social interaction, self, and emotion. Chicago, IL: American Sociological Association.
Dutton, J.E., Dukerich, J.M., & Harquail, C. (1994). Organizational images and member identification. Administrative Science Quarterly, 39, 239-263.
Sugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications for professional development. European Journal of Teacher Education, 20(3), 213–225.
Gardner, P. (1995). Teacher training and changing professional identity in early twentieth century England. Journal of Education for Teaching, 21(2), 191-218.
Tajfel, H., & Turner, J.C. (1985). The social identity theory of intergroup behavior. Chicago, IL: Nelson-Hall, 7-24.
Goddard,R. 2003. Beginning teacher perceptions of their work, well-being and intention to leave. Asia Pacific Journal of Teacher Education and Development, 6(2). 99-110.
Tsang, Kwok Kuen. (2015). Sociological research on teachers’ emotions: four approaches and the shared themes. Journal of Sociological Research, 6(2).
Goodson, I. F., and Cole, A. L. (1994). Exploring the teacher's professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85–105
Van Maanen, J., & Barley, S.R. (1984). Occupational communities: Culture and control in organizations. Research in Organizational Behavior, 6, 287-365.
Haslam, S.A. (2001). Psychology in Organizations: The Social Identity Approach. London: Sage.
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293–310.
Hogg, M.A., & Terry, D.J. (2000). Social identity and self-categorization processes in organizational contexts. Academy of Management Review, 25, 121-140.
Yilmaz, F., & Ilhan, M. (2017).Who are teachers? A Study of identity hierarchy. Cogent education, 1(4).
Ibarra, H. (1999). Provisional selves: Experimenting with image and identity inprofessional adaptation. Administrative Science Quarterly,44(4), 764-791.
Palmer, P. J. (1400), The Courage to Teach: A Journey into the World inside the Teacher, translated by Nogol Rouhani, Tehran: Hosh Nab Publications, first edition. (in Persian)
Mael, F., & Ashforth, B.E. (1992). Alumni and their alma mater: A partial test of the reformulated model of organizational identification. Journal of Organizational Behavior, 13, 103-123.
Piryayi, H. & Shahbazi, Sh. (2014). The role and position of the teacher in the fundamental transformation of education, Educational Technology Development, 29(7), 4-17. (in Persian)
Mawhinney, H., & Xu, F. (1997). Restructuring the identity of foreign-trained teachers in Ontario schools. TESOL Quar-terly, 31(3), 632–639.
Hejazi, A. (2018). Determining the Dimensions and Components of Professional Identity of Elementary Teachers, New Strategies of Teacher Education, 4(6), 36-56. (in Persian)
McCrae, N., Jones,A. S., & laker, C. (2014).Merely a stepping stone?professional identity and career prospects following postgraduate mental health nurse training. Journal of psychiatric and mental health nursing, 21(9), 767-273
Heydari, N.A, Attaran, J. & Haji Hossein Nejad, M. (2013). Educational Experiences and the Formation of Teacher Professional Identity: An Ethnographic Study, Iranian Anthropological Research, 3(1), 7-28. (in Persian)
Morrow, PC., & Goetz, J.F. (1988). Professionalism as a form of work commitment. Journal of Vocational Behavior, 32, 92-111.
Rezaei, M. (2012). A study of professional issues perceived by teachers with different service backgrounds in the Iranian educational system, Quarterly Journal of Educational Innovations, 11(44), 119-139. (in Persian)
Nicholson, N. (1984). A theory of work role transitions. Administrative Science Quarterly, 29(2), 172-191.
Romani, S., Haji-Hossein-nejad, GH, Hosseinikhah, A & Fazeli, N. (2017). Identification and Analysis of the Culture of Elementary Teachers in Lorestan Province: An Ethnographic Approach, Quarterly Journal of Education and Training, (137), 167-192. (in Persian)
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3).
Raoof, A. (1990). Global Movement for Improving Teacher Education, Tehran: Ministry of Education, Institute for Appointment and Training. (in Persian)
Palmer, P. J. (1997). The courage to teach: Exploring the inner landscape of a teachers life. San Francisco, CA: Jossey-Bass Publishers.
Safi, A. (2003). Teacher Supply and Training in Iran: Past, Present and Future, Quarterly Journal of Education and Training, (72 and 73), 11-49. (in Persian)
Pratt, M.G. (1998). To be or not to be: Central questions in organizational identification. In D.A. Whetton and PC. Godfrey (eds), Identity in Organizations: Building Theory Through Conversations. Sage Publications, 171-207.
Safi, A. (2008).The Evolution of Teacher Training in Contemporary Iranian Education: Past, Present, and Future, Quarterly Journal of Education, 4(96), 15-42. (in Persian)
Pratt, M.G. (2012). Rethinking identity construction processes in organizations: Three questions to consider. Oxford University Press, 21-49.
Solati, M. (2019). A Problem Called the Iranian Teacher, Specialized Quarterly Journal of Philosophy of Education, 1(1), 39-47. (in Persian)
Pratt, M.G., & Foreman, P. (2000). Classifying managerial responses to multiple identities. Academy of Management Review, 25, 18-42.
Fazeli, N. (2011). Ethnography of Education (Several Ethnographic Studies in the Field of Education in Iran), Tehran: Alam Publishing, First Edition. (in Persian)
Roberts, L.M., Dutton, J.E., Spreitzer, G.M., Heaphy, E.D. & Quinn, R.E. (2005). Composing the reflected best self portrait: Building pathways for becoming extraordinary in work organizations. Academy of Management Review, 30, 712-736.
Fazeli, N. (2013).Cultural History of Modern Iran: Discourses on Discursive Developments in Today's Iran from the Perspective of Cultural Studies, Tehran: Institute for Humanities and Cultural Studies, First Edition. (in Persian)
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: developing teacher identities and roles-a case study of South Africa. International Journal of Educational Research, 33(5), 475–491.
Fazeli, N. (2018). School as a Field of Meaning, taken from the book The Death of School (edited by Khosrow Bagheri and Morteza Nazari), 107-142. (in Persian)
Schein, E.H. (1978). Career Dynamics: Matching Individual and Organizational Needs. Reading, MA: Addison-Wesley.
Fazeli, N. (2019). Teaching, the Tragedy of Modern Iranian Culture, Analytical News Journal of Media Culture, Iranian Association for Cultural Studies and Communication, New Volume, 13(44), 21-23. (in Persian)
Serpe, R.T., & Stryker, S. (1987). The construction of self and reconstruction of social relationships. Greenwich, CT: JAI, 41-66.
Ghorbani, H., Mirshah Jafari, S. E., Nasr Esfahani, A. R. & Neistani, M. R. (2019). Why and What of a Teacher: A Life Exploration Based on Participatory Autobiography in the Context of Education, Bi-Quarterly Journal of Islamic Education, 14(29), 153-178. (in Persian)
Skorikov, V. & Vondracek, R. W. (1998).Vocational identity development: its relationship to other, identity domains and to overall identity development. Journal of Career Assessment, 6(1).
Kohandel, M., Karami, M., Ahanchian, M. R. & Mehr-mohammadi, M. (2018).Representing the Controversies Overseeing the Two Discourses of Professional Development and Teacher Professional Identity from the Perspective of Power Relation, Journal of Fundamentals of Education, 8(2), 103-122. (in Persian)
Slay, H., & Smith, D.A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85-107.
Mohammadi, D. (2016).The seriousness of the professional identity crisis in the face of the teaching profession in Iran, Sedayemoallem electronic magazine http://www.sedayemoallem.ir (in Persian)
Solari, A & Ortega, E.M. (2020). Teachers’ professional identity construction: A sociocultural approach to its definition and research. Journal of Constructivist Psychology, 35, 626 - 655.
Mahmoudi Borang, M. & Nabai, H. (2019). Factors Affecting Teacher Professional Identity: A Systematic Review, Journal of Teacher Professional Development, 4(1), 77-94. (in Persian)
Stryker, S. & Burke, P.J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63, 284-297.
Masroor, R. (2015). Review of the factors affecting the role of teachers in improving the quality of cultural and educational affairs of students, the future builders of society, Third National Conference on the School of Tomorrow. (in Persian)
Stryker, S. (1987). The Interplay of affect and identity: exploring the relationships of social structure, social interaction, self, and emotion. Chicago, IL: American Sociological Association.
Moghimi, A., Parsamehr, M. & Rouhani, A. (1402). From Motivations to Fears: Exploring Teachers' Professional Identity, Iranian Journal of Strategic Research on Social Issues, 12(40), Spring, 37-66. (in Persian)
Sugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications for professional development. European Journal of Teacher Education, 20(3), 213–225.
Mahdian, S., Hakimzadeh, R., Safaei Movahed, S. & Salehi, K. (2017). Representing Teachers' Perception and Lived Experience of Their Social Status, A Phenomenological Study, Quarterly Journal of Family and Research, (38), 19-37. (in Persian)
Tajfel, H., & Turner, J.C. (1985). The social identity theory of intergroup behavior. Chicago, IL: Nelson-Hall, 7-24.
Mir-Arab Razi, R., Fardanesh, H. & Talaei, E. (2012).Teacher Culture: An Important Factor in the Realization or Non-Realization of School Curriculum Reforms., Iranian Journal of Curriculum Studies, 7(26), 83-104. (in Persian)
Tsang, Kwok Kuen. (2015). Sociological research on teachers’ emotions: four approaches and the shared themes. Journal of Sociological Research, 6(2).
Nejati, L., Abbasian, H., Zeinabadi, H. & Arasteh, H. (2019). Analysis of the Phenomenon of Teachers' Organizational Pessimism: A Qualitative Method Research, School Management Quarterly, 8(4), 135-153. (in Persian)
Van Maanen, J., & Barley, S.R. (1984). Occupational communities: Culture and control in organizations. Research in Organizational Behavior, 6, 287-365.
Nazari, M., Bagheri, Kh, Ranani, M., Ashayeri, H., Fazeli, N., Farastkhah, M., Ghanei-Rad, M. A. & Mohammadi, J. (2018). The Death of School? Critical Discourses in Iranian Education, Tehran, Mashq-e-Shab Publications, First Issue, 79-105. (in Persian)
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293–310.
Valizadeh, L. & Ghorbani, A. (2015). Nurses' professional identity and factors related to its formation: A review article, Journal of Nursing Research, 10(4), 88-97. (in Persian)
Yilmaz, F., & Ilhan, M. (2017).Who are teachers? A Study of identity hierarchy. Cogent education, 1(4).