References

• Akerlof, G. A., & Kranton, R. E. (2000). Economics and identity. Quarterly Journal of Economics, 115(3), 715-753.
• Archer, L. (2008). The new neoliberal subjects? Young/er academics' constructions of professional identity. Journal of Education Policy, 23(3), 265-285. doi:10.1080/02680930701754047
• Ashforth, B. E. & Mael, F. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20-39.
• Aubrey, C., David, T., Godfrey, R. & Thompson, L. (2000) Early childhood educational research: Issues in methodology and ethics. London: Routledge.
• Avolio, B., & Gardner, W. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. Leadership Quarterly, 16(3), 315-338.
• Aydeniz, M., & Hodge, L. L. (2011). Is it dichotomy or tension: I am a scientist. No, wait! I am ateacher! Cultural Studies of Science Education, 6(1), 165-179.
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. doi: 10.1037/0003-066X.44.9.1175
• Bass, B. M. (1990). Bass & Stogdill's handbook of leadership. NY: Free Press.
• 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. doi: 10.1080/03057640902902252.
• Beijaard, D., Meijer, P. & Verloop, N. (2004).Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
• Bernstein, M., & Olsen, K. A. (2009). Identity deployment and social change: Understanding identity as a social movement and organizational strategy. Sociology Compass, 3(6), 871-883.
• Briggs, R. J. A. (2007). Exploring professional identities: middle leadership in further education colleges. School Leadership & Management: Formerly School Organisation, 27(5), 471-485.
• Bosma, H. A. & Kunnen, E.S. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review, 21(1), 39-66.
• Bosma, H. A., & Kunnen, E. S. (2008). Identity-in-context is not yet identity development-in context. Journal of Adolescence, 31(2), 281-289.
• Brott, P. E., & Myers, J. E. (1999). Development of professional school counselor identity: A grounded theory. Professional School Counseling, 2(5), 339-348.
• Burke, P. J. (2003). Relationships among multiple identities. In Burke, P. J., Owen, T. J. Serpe R. T.& Thoits, P. A. (Eds), Advances in identity theory and research (pp.95-114). NY: Kluwer.
• Burke, P. J. (2004). Identities and social structure. The 2003 Cooley-Mead award address. Social Psychology Quarterly, 67(1), 5-15.
• Busher, H. (2005a). Being a middle leader: Exploring professional identities. School Leadership and Management, 25(1), 137-154.
• Clark, U. (2013). Language and identity in Englishes. London: Routledge.
• Coldron, J., percent Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of CurriculumStudies, 31(6), 711- 726.
• Collay, M. (2014). Developing leadership identity through critical reflection: Voice, knowledge and advocacy. Reflective Practice, 15(6), 780-792.
• Crow, G. M. (2001). School leader preparation: A short review of the knowledge base.Nottingham, NCSL.
• Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD.
• Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education.NY: State University of New York Press.
• Day, D. V. (2001). Leadership development: A review in context. The Leadership Quarterly, 11(4), 581-613.
• Day, D., & Harrison, M. (2007). A multilevel, identity-based approach to leadership development. Human Resource Management Review, 17(4), 360-373.
• Day, D., Harrison, M., & Halpin, S. (2009). An integrative approach to leader development: Connecting adult development, identity and expertise. London, England: Routledge.
• Frost, D. (2010). Teacher leadership and educational innovation. Зборник Института запедагошка истраживања, 42(2), 201-216.
• Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
• Giddens, A. (1991). Modernity and self-identity: self and society in the late modern age. Cambridge: Polity Press.
• Giddens, A. (1984). The Constitution of Society, Cambridge, UK: Polity Press.
• Greenfield, T. (1993). Against group mind: an anarchistic theory of organization. In T. Greenfield and P. Ribbins (Eds),Greenfield on educational administration. London, UK: Routledge.
• Hanuscin, L, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The affordances of blogging as a practice to support ninth-grade science teachers' identity development as leaders.Journal of Teacher Education, 65(3), 207-222.
• Helms, J. V. (1998). Science--and me: Subject matter and identity in secondary school science teachers. Journal of Research in Science Teaching, 35(7), 811-834.
• Hernez-Broome, G., & Hughes, R. (2004). Leadership development: Past, present, and future.Human Resource Planning, 27(1), 24-33.
• Hogg, M. A., & Ridgeway, C. L. (2003). Social identity: Sociological and social psychological perspectives. Social Psychology Quarterly, 66(2),97- 100.
• Hollis, M. (1985). Of masks and men, in: M. Carrithers, S. Collins & S. Lukes (Eds). The category of the person: Anthropology, philosophy, history. Cambridge: Cambridge University Press.
• Hsieh, M. H. (2006). Identity development of identity development of East Asian female international students with implications for second-language higher education. Education, 127(1), 3-15.
• Judkins, M. M. (2014). Narrating teacher leader identities: Voices from the field. EdD thesis: University of Arizona. Retrieved from http://arizona.openrepository.com/arizona/handle/10150/325229.
• Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin Press.
• Kegan, R. (1994). In our heads: the mental demands of modern life. Cambridge, MA: Harvard University Press.
• Kogan, M. (2000). Higher education communities and academic identity. Higher Education Quarterly, 54(3), 207-216. doi: 10.1111/1468- 2273.00156
• Komives, S., Owen, J., Longerbeam, S., Mainella, F., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6), 593-611.
• Kozminsky, L. (2011). Professional identity of teachers and teacher educators in a changing reality. In I. Žogla, percent L. Rutka (Eds.), Teachers' Life - cycle from Initial Teacher Education to Experienced Professional. Proceedings of the ATEE 36th Annual Conference (pp.12-19), Riga.
• Levenson, M. R. (2014). Pathways to teacher leadership: Emerging models, changing roles. Cambridge, MA: Harvard Education Press
• Loevinger, J. (1976). Ego development: Conceptions and theories. San Francisco, CA: Jossey-Bass.
• Lord, R., & Hall, R. (2005). Identity, deep structure and the development of leadership skill. The Leadership Quarterly,16(4),591-615.
• Luhrmann, T., & Eberl, P. (2007). Leadership and identity construction: Reframing the leader follower interaction from an identity theory perspective. Leadership, 3(1), 115-127.
• Margolin, I. (2007). Shaping a new professional identity by building a new personal concept of leadership through action research. Educational Action Research, 15(4), 519-543.
• Moorosi, P. (2014). Constructing a leader's identity through a leadership development programme: An intersectional analysis. Educational Management Administration & Leadership, 42(6), 792-807.
• Muir, D. (2014). Mentoring and leader identity development: A case study. Human Resource Development Quarterly, 25(3), 349-379.
• Nias, J. (1999). Teachers' moral purposes: Stress, vulnerability, and strength. In R. Vandenberghe &M.Huberman(Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice(pp. 223-237). Cambridge: Cambridge University Press.
• Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.
• Petriglieri, J. L. (2011). Under threat: Responses to and the consequences of threats to individuals' identities. Academy of Management Review, 36(4), 641-662.
• Petriglieri, G., & Petriglieri, J., L. (2010). Identity workspaces: The case of business schools. Academy of Management Learning and Education 9(1), 44-60.
• Rhodes, C. (2007). The impact of leadership and management on the construction of professional identity in school learning mentors. Educational Studies. 32(2), 157-169.
• Ribbins, P., & Gunter, H. (2002). Mapping leadership studies in education towards a typology of knowledge domains. Educational Management & Administration, 30(4), 359-385.
• Richards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
• Richards JC (2015b) Key Issues in Language Teaching. NY: Cambridge University Press.
• Sachs, J. (2005). Teacher education and the development of professional identity: Learning to bea teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Oxford: Routledge.
• Seemiller, C., & Priest, K. L. (2015). The hidden
• Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher,34(4), 14-22. doi: 10.3102/0013189X034004014.
• Smith, R. (2005). Departmental Leadership and Management in Chartered and Statutory Universities. Educational Management Administration & Leadership, 33(4) 449-464.
• Stryker, S., & Burke, P. (2000). The past, present, and future of an identity theory.Social Psychology Quarterly, 63(4), 284-297.
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. doi: 10.1016/j.tate.2009.06.006
• Tajfel, H. (1981). Human groups and social categories. Cambridge, UK: Cambridge University Press.
• Tajfel, H. (1982). Experimental studies of intergroup behaviour. In Codol, J. P. & Leyens, J. Ph (Eds), Cognitive analysis of social behaviour (pp. 227- 246). Netherlands: Springer.
• Tajfel, H., and J., C., Turner. (1986). The social identity theory of intergroup behavior. In Psychology of intergroup relations. In W. Stephen and W, G. Austin. (Eds) (pp. 2-24), Chicago, IL: Nelson.
• Van Knippenberg, B., Van Knippenberg, D., De Cremer, D., & Hogg, M. A. (2005). Research in leadership, self, and identity: A sample of the present and a glimpse of the future. The Leadership Quarterly, 16(4), 495-499.
• Volkmann, M. J., & Zgagacz, M. (2004). Learning to teach physics through inquiry: The livedexperience of a graduate teaching assistant. Journal of Research in ScienceTeaching, 41(6), 584-602.
• Weinreich, P. (2003). Identity exploration: Identity into practice. In Weinreich, P.,Sunderson, W.(Eds). Analysing identity: Cross cultural, societal, and clinical context (p. 77-110). New York,NY: Routledge.
• White, E. (2013). Being a teacher and a teacher educator- developing a new identity?Professional Development in Education, 40(3), 436-449.
• White, E., Robertsa, A., Reesa, M., & Reada, M. (2013). An exploration of the development of academic identity in a school of education. Professional Development in Education, 40(1), 56-70.
• Zaleznik, A. (1963). The human dilemmas of leadership. Harvard Business Review, 41(4), 49-55.