Books
Johnson, K. E. & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. NY: Routledge.
https://www.routledge.com/products/9781138189799
Johnson, K. E. & Golombek, P. R. (2010). (Eds.) Research on second language teacher education: A sociocultural perspective on professional development. NY: Routledge.
Johnson, K. E. & Golombek, P. R. (2002). (Eds.) Teachers’ narrative inquiry as professional development. NY: Cambridge University Press.
Journal Articles
Golombek, P., Olszewska, A.I., & Coady, M. (2022). Humanizing Power of Counter-stories Teachers’ Understandings of Emergent Bilinguals in Rural Settings. Teaching and Teacher Education.
Golombek, P. (2022). Expansive mentoring in language teacher education through tiny talks: The troika ZPD. The European Journal of Applied Linguistics and TESL.
Golombek, P.R. & Johnson, K.E. (2021). Recurrent restorying through language teacher narrative inquiry. System, 102.
Johnson, K.E. & Golombek, P. R. (2020). Informing and transforming language teacher education. Language Teaching Research, 24 (1), 116-127.
Golombek, P. & Klager, P. (2019). Tracing teacher emerging conceptions in the moment through “tiny self talks”. The European Journal of Applied Linguistics and TESL, 39-60.
Golombek, P.R. & Johnson, K.E. (2017). Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development. Profile, 19, 15-28.
Golombek, P. (2015). Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators’ Emotion, Cognition, and Activity. Modern Language Journal, 99, 470-484.
Golombek, P. & Klager, P. (2015). Play and Imagination in Developing Language Teacher Identity-in-Activity. A Journal of English Language, Literatures in English and Cultural Studies, 68, 17-32.
Johnson, K. E. & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45, pp. 486-509.
Golombek, P. & Rehn Jordan, S. (2005). Becoming “black lambs” not “parrots”: A postructuralist orientation to intelligibility and identity. TESOL Quarterly, 39, 513-533.
Golombek, P. R. & Johnson, K. E. (2004). Narrative Inquiry as a mediational space: Examining cognitive and emotional dissonance in second language teachers’ development. Teachers and teaching: Theory and practice, 10, 307-327.
Johnson, K. E. & Golombek, P. R. (2003). ‘Seeing’ teacher learning. TESOL Quarterly, 37, 729-737.
Golombek, P. R. (1998). A Case Study of Second Language Teachers’ Personal Practical Knowledge. TESOL Quarterly, 32, 447-464.
Golombek, P. (1994). Putting Teachers Back Into Teachers’ Knowledge. TESOL Quarterly, 28, 404-407.
Book Chapters
Golombek, P.R. (2019). Researching LTE through a Vygotskian Sociocultural Theoretical Perspective. In G. Barkhuizen (Ed..). Qualitative Research Topics in Language Teacher Education (pp. 86-91) NY: Routledge.
Golombek, P. R. & Johnson, K.E. (2019). Materializing a Vygotskian-inspired language teacher education pedagogy, In S. Mann & S. Walsh (Eds.). The Routledge Handbook of English Language Teacher Education, NY: Routledge.
Johnson, K.E. & Golombek, P.R. (2019). Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research, In J. Lantolf, M. Poehner, & M. Swain (Eds). The Routledge Handbook of Sociocultural Theory and Second Language Development. NY: Routledge.
Golombek, P. (2017). Innovating my thinking and doing of language teacher education through identity-in-activity. In Gregersen, T. & MacIntyre, P. (Eds.). Exploring innovations in language teacher education: Transformational theory and practice. Cham, Switzerland: Springer.
Golombek, P. (2016). Grappling with language teacher identity. In G. Barkhuizen (Ed.). Reflections on language teacher identity research. NY: Routledge.
Johnson, K.E. & Golombek, P. R. (2013). A tale of two mediations. Tracing the Dialectics of Cognition, Emotion, and Activity in Novice Teachers’ Practicum Blogs. In G. Barkhuizen (Ed.). Narrative Research in Applied Linguistics. Cambridge University Press.
Golombek, P. R. (2010). Dynamic assessment in teacher education: Using dialogic video protocols to intervene in teacher thinking and activity. In K. E. Johnson & P. R. Golombek (Eds.). Research on second language teacher education: A sociocultural perspective on professional development (pp. 121-135) NY: Routledge.
Johnson, K. E. & Golombek, P. R. (2010). A sociocultural theoretical perspective on teacher professional development. In K. E. Johnson & P. R. Golombek (Eds.). Research on second language teacher education: A sociocultural perspective on professional development (pp. 1-12) NY: Routledge.
Golombek, P. (2009). In J. C. Richards & A. Burns (Eds.). Personal Practical Knowledge in L2 Teacher Education. Cambridge Guide to Second Language Teacher Education. (pp. 155-162) Cambridge: Cambridge University Press.
Thorne, S. L., Reinhardt, J., & Golombek, P. (2008). Mediation as objectification in the development of professional discourse: The case of International Teaching Assistants. In J. P. Lantolf & M. E. Poehner (Eds.). Sociocultural Theory and the Teaching of Second Languages. London: Equinox.
Johnson, K. E. & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In Johnson, K. E. & Golombek, P. R. (Eds.). Teachers’ narrative inquiry as professional development. (pp. 1-14) NY: Cambridge University Press.
Golombek, P. R. (2000). Promoting Sense-making in L2 Teacher Education. In K. E. Johnson (Ed.) Case Studies in TESOL Practice -Teacher Education. (pp. 87-104) Alexandria, VA: TESOL.
Encyclopedia entries
Golombek, P. (2018). Narratives, Identity, and Institutions. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons.
Instructional Texts
“Public Speaking for Non-native Speakers: A Handbook for Instructors” to accompany The Art of Public Speaking by Stephen E. Lucas, McGraw Hill. Co-authored with Karen E. Johnson, (1995).
Presentation Links
https://drive.google.com/file/d/0B6tsPOxIJGmEcUZQWG01eURtUjQ/view
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