Amobi, F., & Irwin, L. (2012). Implementing on-campus microteaching to elicit preservice teachers' reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 9(1), 27-34. https://bit.ly/3xkn9EG

Athanases, S. Z., & Wong, J. W. (2018). Learning from analyzing linguistically diverse students' work: A contribution of preservice teacher inquiry. The Educational forum, 82(2), 191-207. https://doi.org/10.1080/00131725.2018.1420860

Banes, L. C., Martinez, D. C., Athanases, S. Z., & Wong, J. W. (2016). Self-reflexive inquiry into language use and beliefs: Toward more expansive language ideologies. International Multilingual Research Journal, 10(3), 168-187. https://doi.org/10.1080/19313152.2016.1185906

Bodur, Y. (2012). Impact of course and fieldwork on multicultural beliefs and attitudes. The Educational Forum, 76(1), 41-56. https://doi.org/10.1080/00131725.2011.627981

Bollin, G. G. (2007). Preparing teachers for Hispanic immigrant children: A service learning approach. Journal of Latinos and Education, 6(2), 177-189. https://doi.org/10.1080/15348430701305028

Bower-Phipps, L., Homa, T. D., Albaladejo, C., Johnson, A. M., & Cruz, M. C. (2013). Connecting with the "other" side of us: A cooperative inquiry by self-identified minorities in a teacher preparation program. Teacher Education Quarterly, 40(2), 29-51. https://www.jstor.org/stable/43684737

Brisk, M. E. (2018). Transforming education by embracing bilingual learners. The Educational Forum, 82(2), 235-240. https://doi.org/10.1080/00131725.2018.1420947

Causey, V. E., Thomas, C. D., & Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16(1), 33-45. https://doi.org/10.1016/S0742-051X(99)00039-6

Chang, S. -P., Anagnostopoulos, D., & Omae, H. (2011). The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on preservice teachers' learning. Teaching and Teacher Education, 27(7), 1078-1089. https://doi.org/10.1016/j.tate.2011.05.004

Cochran-Smith, M., & Villegas, A. (2015). Framing teacher preparation research: An overview of the field, part Ⅰ. Journal of Teacher Education, 66(1), 7-20. https://doi.org/10.1177/0022487114549072

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.

Daniel, S. (2014). Learning to educate English language learners in preservice elementary practicums. Teacher Education Quarterly, 41(2), 5-28. https://bit.ly/3uqjHq4

de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124. https://www.jstor.org/stable/23478724

Delaney, K. K. (2015). Dissonance for understanding: Exploring a new theoretical lens for understanding teacher identity formation in borderlands of practice. Contemporary Issues in Early Childhood, 16(4), 374-389. https://doi.org/10.1177/1463949115616326

Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65. https://doi.org/10.1016/j.edurev.2013.05.001

Fanghanel, J. (2004). Capturing dissonance in university teacher education environments. Studies in Higher Education, 29(5), 575-590. https://doi.org/10.1080/0307507042000261553

Feiman-Nemser, S., & Buchmann, M. (1985). The pitfalls of experiences in teacher education. Teachers College Record, 81(1), 53-65. https://doi.org/10.1177/016146818508700107

Goldhaber, D., Theobald, R., & Tien, C. (2019). Why we need a diverse teacher workforce. Phi Delta Kappan International, 100(5). https://doi.org/10.1177/0031721719827540

Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers' development. Teachers and Teaching: Theory and Practice, 10(3), 307-327. https://doi.org/10.1080/1354060042000204388

Gomez, M. L., & Rodriguez, T. L. (2011). Imagining the knowledge, strengths, and skills of a Latina prospective teacher. Teacher Education Quarterly, 38(1), 127-146. https://www.jstor.org/stable/23479645

Gomez, M. L., Rodriguez, T. L., & Agosto, V. (2008a). Life histories of Latino/a teacher candidates. Teachers College Record, 110(8), 1639-1676. https://doi.org/10.1177/016146810811000804

Gomez, M. L., Rodriguez, T. L., & Agosto, V. (2008b). Who are Latino prospective teachers and what do they bring to US schools? Race Ethnicity and Education, 11(3), 267-283. https://doi.org/10.1080/13613320802291165

Haddix, M. (2010). No longer on the margins: Researching the hybrid literate identities of Black and Latina preservice teachers. Research in the Teaching of English, 45(2), 97-123. https://www.jstor.org/stable/40997086

Hennink, M. M. (2007). International focus group research: A handbook for the health and social sciences. Cambridge University Press. https://doi.org/10.1017/CBO9780511619458

Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3^rd ed., pp. 887-909). Sage Publications.

Kauchak, D., & Burbank, M. (2003). Voices in the classroom: Case studies of minority teacher candidates. Action in Teacher Education, 25(1), 63-75. https://doi.org/10.1080/01626620.2003.10463294

Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of preservice classroom teachers. Teaching and Teacher Education, 45, 94-103. https://doi.org/10.1016/j.tate.2014.09.009    

Kitzinger, J. (2005). Focus group research: Using group dynamics to explore perceptions, experiences and understandings. In I. Holloway (Ed.), Qualitative research in health care (pp. 56-70). Open University Press.

Kolano, L. Q., & King, E. T. (2015). Preservice teachers' perceived beliefs towards English language learners: Can a single course change attitudes? Issues in Teacher Education, 24(2), 3-21. https://bit.ly/3KFEews

Lee, Y., Kim, H. J., & de Jong, E. J. (2018). Becoming a teacher of culturally and linguistically diverse students: Elementary preservice teachers' ESL field experiences working with English language learners. SSTESOL Journal, 12(1), 29-40. https://bit.ly/3Ktyfel

Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5-16. https://doi.org/10.1080/17425960500039777

Lucas, T. (2011). Language, schooling, and preparation of teachers for linguistic diversity. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A Resource for teacher educators (pp. 3-17). Routledge. https://doi.org/10.4324/9780203843239

Markos, A. M. (2012). Mandated to learn, guided to reflect: Preservice teachers' evolving understanding of English language learners. Issues in Teacher Education, 21(1), 39-57. https://bit.ly/3v8ZV1G

McFalls, E., & Cobb-Roberts, D. (2001). Reducing resistance to diversity through cognitive dissonance instruction: Implications for teacher education. Journal of Teacher Education, 52(2), 164-172. https://doi.org/10.1177/0022487101052002007

Palmer, D., & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269-297. https://doi.org/10.3102/0091732X12463556

Pinnegar, S., & Hamilton, M. L. (2009). Data collection methods in S-STTEP research. In S. Pinnegar & M. L. Hamilton (Eds.) Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (pp. 103-135). Springer. https://doi.org/10.1007/978-1-4020-9512-2_8

Reiman, A. J. (1999). The evolution of the social roletaking and guided reflection framework in teacher education: Recent theory and quantitative synthesis of research. Teaching and Teacher Education, 15(6), 597-612. https://doi.org/10.1016/S0742-051X(99)00016-5

Reyes, R. (2009). Frustrated, but hopeful and empowered: Early field experiences shaping the thinking and pedagogy of future educators of English language learners. TABE Journal, 11(1), 130-161.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.) Handbook of research on teacher education (pp. 102-119). Mcmillan.

Richardson, V. (2003). Preservice teachers' beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 1-22). Information Age Publishing.

Roth, W. M., & Lee, Y. J. (2007). Vygotsky's neglected legacy: Cultural-historical activity theory. Review of Educational Research, 77(2), 186-232. https://doi.org/10.3102/0034654306298273

Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work. Teaching and Teacher Education, 30, 120-129. https://doi.org/10.1016/j.tate.2012.11.002

Saban, A., & Çoklar, A. N. (2013). Preservice teachers' opinions about the micro-teaching method in teaching practice classes. The Turkish Online Journal of Educational Technology, 12(2), 234-240. https://bit.ly/3DZQVQl   

Saladaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage Publications.

Salerno, A. S., & Kibler, K. (2013). Before they teach: How preservice teachers plan for linguistically diverse students. Teacher Education Quarterly, 40(4), 5-26. https://bit.ly/3up9QRy

Smagorinsky, P., Cook, L., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55(1), 8-24. https://doi.org/10.1177/0022487103260067   

Téllez, K. (1999). Mexican-American preservice teachers and the intransigency of the elementary school curriculum. Teaching and Teacher Education, 15(5), 555-570. https://doi.org/10.1016/S0742-051X(98)00067-5

Uzum, B., Petrón, M., & Berg, H. (2014). Preservice teachers' first foray into the ESL classroom: Reflective practice in a service learning project. TESL-EJ, 18(3), 1-15.

Villegas, A. M., & Davis, D. E. (2008). Preparing teachers of color to confront racial/ethnic disparities in educational outcomes. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (pp. 583–605). Lawrence Erlbaum.

Warren, S. R., Reeder, G. M., Noftle, J. T., Kaiser, G. J., & Rizzo, J. J. (2010). Preparing teachers to support English language learners. TESOL Journal, 1(3), 291-314. https://doi.org/10.5054/tj.2010.226826

Wong, J. W., Athanases, S. Z., & Banes, L. C. (2017). Developing as an agentive bilingual teacher: Self-reflexive and student-learning inquiry as teacher education resources. International Journal of Bilingual Education and Bilingualism, 23(2), 153-169. https://doi.org/10.1080/13670050.2017.1345850

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1), 89-99. https://doi.org/10.1177/0022487109347671