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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Student teachers’ collaborative research: Small-scale research projects during teacher education
Marjolein Dobber, Sanne Akkerman, Nico Verloop, et al.
Teaching and Teacher Education (2012) Vol. 28, Iss. 4, pp. 609-617
Closed Access | Times Cited: 69

Showing 26-50 of 69 citing articles:

How to become a broker: the role of teacher educators in developing collaborative teacher research teams
Vicky Willegems, Els Consuegra, Katrien Struyven, et al.
Educational Research and Evaluation (2016) Vol. 22, Iss. 3-4, pp. 173-193
Closed Access | Times Cited: 12
CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA
Jianqiang Ye, Shuaishuai Mi, Hualin Bi
Journal of Baltic Science Education (2021) Vol. 20, Iss. 3, pp. 389-406
Open Access | Times Cited: 11
Action research in initial EFL teacher education: emerging insights from a CAR project
Eda Ceylan, İrem Çomoğlu
Educational Action Research (2023) Vol. 32, Iss. 3, pp. 438-453
Closed Access | Times Cited: 4
A kutatásalapú tanárképzés: nemzetközi tendenciák és magyarországi lehetőségek
Benő Csapó
Iskolakultúra (2015) Vol. 25, Iss. 11, pp. 3-16
Open Access | Times Cited: 11
In-service Teachers’ Sense of Agency after Participation in a Research Master Course
Maria Antonietta Impedovo
International Journal of Educational Psychology (2016) Vol. 5, Iss. 3, pp. 281-307
Open Access | Times Cited: 11
I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
Journal for the Study of Education and Development Infancia y Aprendizaje (2020) Vol. 44, Iss. 3, pp. 586-622
Closed Access | Times Cited: 10
Connecting Research and Practice: Teacher Inquiry and Design-Based Research
Susan McKenney, Natalie Pareja Roblin
Springer international handbooks of education (2018), pp. 449-462
Closed Access | Times Cited: 10
An Action Research on Developing Prospective Teachers’ Inquiry Skills
Sıtkıye Kuter
Journal of Educational and Social Research (2013)
Open Access | Times Cited: 8
Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme
Weipeng Yang, Runke Huang, Yongyan Li, et al.
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 1181-1193
Open Access | Times Cited: 7
Training Teachers Using Action Research for Innovation in Early Childhood Education Literacy
Aysha Saeed AlShamsi, Aysha Khamis AlShamsi, Alia Nheil AlKetbi
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 11, pp. 54-72
Open Access | Times Cited: 5
Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations
Shannon Kennedy‐Clark, Vilma Galstaun, Peter Reimann, et al.
˜The œAustralian journal of teacher education (2020) Vol. 45, Iss. 7, pp. 60-76
Open Access | Times Cited: 7
TEACHER RESEARCH: PRACTICE, CHALLENGES AND PROSPECT FOR IMPROVEMENT: AN EMPIRICAL STUDY FROM OMAN
Sulaiman S. Al-Ghattami, Suleiman S. Al-Husseini
European Journal of Educational Sciences (2014) Vol. 01, Iss. 03
Open Access | Times Cited: 6
Learning Experiences of Pre-Service Teachers and the Lecturer’s Role in a Qualitative Research Methods Course
Liora Nutov
The Qualitative Report (2019)
Open Access | Times Cited: 6
Student Teachers’ Experiences of Constructivism in a Theoretical Course Built on Inquiry-based Learning
Sıtkıye Kuter, Bekir Özer
Journal of Qualitative Research in Education (2020) Vol. 8, Iss. 1, pp. 135-155
Open Access | Times Cited: 6
Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations
Glenda L. Black
The Canadian Journal of Action Research (2021) Vol. 21, Iss. 2, pp. 47-71
Open Access | Times Cited: 6
Design principles to support student learning in teacher learning groups
Emmy Vrieling, Rosanne Hebing, Marjan Vermeulen
Teachers and Teaching (2021) Vol. 27, Iss. 1-4, pp. 64-81
Open Access | Times Cited: 6
Effective practices for teaching oral language through genres and an instructional program that incorporates them
Stéphane Colognesi, Catherine Deschepper
ABRALIN (2022), pp. 1453-1476
Open Access | Times Cited: 4
Views of pre-service teachers on the research-based teacher education approach
Emel Bayrak Özmutlu
Tuning Journal for Higher Education (2022) Vol. 10, Iss. 1, pp. 113-153
Open Access | Times Cited: 4
MEASURING CHINESE RURAL SCIENCE TEACHERS’ SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT
Mengmeng Li, Le Cai, Dimei Chen, et al.
Journal of Baltic Science Education (2022) Vol. 21, Iss. 6, pp. 1026-1039
Open Access | Times Cited: 4
Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education
Enrique Rosales-Asensio, Carlos Sierra, Clara Pérez-Molina, et al.
Sustainability (2021) Vol. 13, Iss. 18, pp. 10437-10437
Open Access | Times Cited: 5
The Effect of Empowerment Program on Health Education Teachers with Health Insurance Education
Chen-Yin Tung, Chia-Chen Chang
International Journal of Educational Methodology (2022) Vol. 8, Iss. 2, pp. 313-320
Open Access | Times Cited: 3
Apprentissage autorégulé. Formation, pratiques et conceptions des enseignants
Sylvie C. Cartier, Jean‐Louis Berger, Annick Fagnant
(2024)
Open Access
Valoración de una experiencia formativa de indagación desde la mirada de la identidad docente
Brenda Angélica Lara-Subiabre, Pamela Castillo Mardones
Perspectivas Docentes (2021) Vol. 31, Iss. 74, pp. 9-20
Open Access | Times Cited: 4
“They Were Teaching Me!”: Reimagining Collaborative Inquiry with Elementary Students in Science Teacher Education
Christina Macias, Myunghwan Shin, Lisa Bennett
Journal of Science Teacher Education (2021) Vol. 33, Iss. 5, pp. 466-487
Closed Access | Times Cited: 4
Connecting Research and Practice: Teacher Inquiry and Design-Based Research
Susan McKenney, Natalie Pareja Roblin
Springer international handbooks of education (2018), pp. 1-14
Closed Access | Times Cited: 3

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