References
[1]. Althusser, L. (1971). On the reproduction of capitalism: Ideology and ideological state apparatuses. London: Verso.
[2]. Apple, M. W. (2013). Education and power. London: Routledge.
[3]. Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
[4]. Deniz, E. B., Özkan, Y., & Bayyurt, Y. (2016). English as a lingua franca: Reflections on ELF-related issues by preservice English language teachers in Turkey. The Reading Matrix: An International Online Journal, 16(2), 144-161.
[5]. Duff, P. (2018). Case study research in applied linguistics. London: Routledge.
[6]. Eren, A., & Çetin, G. (2019). Pre-service teachers' beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39(1), 19-32.
[7]. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction, research findings and recommendations. Newark, DE: American Philosophical Association.
[8]. Falzon, C. (2006). Foucault and social dialogue: Beyond fragmentation. London: Routledge.
[9]. Farrell, T. S. (1999). The Reflective assignment: Unlocking pre-service English teachers' beliefs on grammar teaching. RELC Journal, 30(2), 1-17.
[10]. Foucault, M. (1977). Discipline and punish: The birth of the prison. London: Penguin.
[11]. Freire, P. (2000). Pedagogy of the Oppressed (Trans. M. Bergman Ramos). New York: Continuum.
[12]. Giroux, H. A. (2020). On critical pedagogy. NY: Bloomsbury Publishing.
[13]. Giroux, H. A., Freire, P., & McLaren, P. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Connecticut: Greenwood Publishing Group.
[14]. Giroux, H.A. (1981). Ideology, Culture and the Process of Schooling. Philadelphia: Temple University Press.
[15]. Giroux, H.A. (1994). Doing cultural studies: Youth and the challenge of pedagogy. Harvard Educational Review, 64 (3), 278-308.
[16]. Giroux, H.A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling. Boulder, CO: West view Press.
[17]. Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective Practice, 12(6), 829- 839.
[18]. Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. Tesol Quarterly, 26(3), 507-535.
[19]. Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
[20]. Jørgensen, M. W., & Phillips, L. J. (2002). Discourse analysis as theory and method. London: Sage Publications.
[21]. Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
[22]. Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103.
[23]. Kirmizi, Ö., & Tosuncuoglu, I. (2019). Becoming reflective practitioners: A case study of four beginning preservice EFL teachers in Turkey. English Language Teaching, 12(4), 127-138.
[24]. Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 484-49.
[25]. Kurt, G., & Önalan, O. (2018). Turkish pre-service EFL teachers' perceptions of creativity. International Online Journal of Education and Teaching, 5(3), 636-647
[26]. Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29(2), 197-208.
[27]. Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373.
[28]. Marcuse, H. (1968/2007). One dimensional man. London: Penguin.
[29]. McDonough, J & McDonough, S. (2014). Research methods for English language teachers. Routledge.
[30]. Mclaren, P. (1999). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham, MD: Rowman & Littlefield Publishers.
[31]. McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. London: Routledge.
[32]. Montessori, M. (2013). The montessori method. Transaction Publishers.
[33]. Negretti, R., & Kuteeva, M. (2011). Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. Journal of Second Language Writing, 20(2), 95-110.
[34]. Newman, S. (2001). From Bakunin to Lacan: Antiauthoritarianism and the dislocation of power. Lanham, MD: Lexington Books.
[35]. Ördem, E., & Ulum, Ö. G. (2019). Critical pedagogy and participatory approach in Turkey: Views of pre-service ELT teachers. Turkish Studies, 14(2). 679-693.
[36]. Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329- 348.
[37]. Saricoban, A. (2013). Pre-Service ELT teachers' attitudes towards computer use: A Turkish survey. Eurasian Journal of Educational Research, 53, 59-78.
[38]. Schon, D (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
[39]. Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
[40]. Teo, T., Faruk Ursavaş, Ö., & Bahçekapili, E. (2011). Efficiency of the technology acceptance model to explain pre-service teachers' intention to use technology: A Turkish study. Campus-Wide Information Systems, 28(2), 93-101.
[41]. Topkaya, E. Z. (2010). Pre-service English language teachers' perceptions of computer self-efficacy and general self-efficacy. Turkish Online Journal of Educational Technology-TOJET, 9(1), 143-156.
[42]. Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching and Research, 3(1), 126.
[43]. Topkaya, E.Z., & Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions: A case of preservice English language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 31-48.
[44]. Van Woerkom, M. (2010). Critical reflection as a rationalistic ideal. Adult Education Quarterly, 60(4), 339- 356.
[45]. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
