Suggested reading:

Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in M. Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer.

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Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz;  V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach. London: Taylor and Francis.

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Edwards, A. (Ed.) (2017) Working Relationally in and across Practices: a cultural-historical approach to collaboration. New York: Cambridge University Press.

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Edwards, A. (in press) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) International Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage.

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Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002

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Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. Tesol Quarterly, 32(3), 447–464.

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Golombek, P. R. (2015a). Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators’ Emotion, Cognition, and Activity: The Modern Language Journal. The Modern Language Journal, 99(3), 470–484. https://doi.org/10.1111/modl.12236

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Johnson, K. E., & Golombek, P. R. (2016a). Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development. Routledge

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Johnson, K. E., & Worden, D. (2014). Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 1(2), 125–150. https://doi.org/10.1558/lst.v1i2.125

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Stetsenko, A. (2009) Teaching–learning and development as activist projects of historical Becoming: expanding Vygotsky's approach to pedagogy, Pedagogies: An International Journal, 5:1, 6-16, DOI: 10.1080/15544800903406266

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Stetsenko, A. (2017). Science education and transformative activist stance: Activism as a quest for becoming via authentic-authorial contribution to communal practices. In Lynn Bryan and Kenneth Tobin (Eds.), 13 Questions: Reframing Education's Conversation: Science (pp. 33-47). NY: Peter Lang.

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Vianna, E., & Stetsenko, A. (2011). Connecting learning and identity development through a transformative activist stance: Application in adolescent development in a child welfare program. Human Development, 54, 313-338.