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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:

A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
Mahsa Izadinia
Teaching and Teacher Education (2015) Vol. 52, pp. 1-10
Closed Access | Times Cited: 178

Showing 26-50 of 178 citing articles:

Examining Teachers’ Roles in Online Learning
Huang Qiang
The EuroCALL Review (2018) Vol. 26, Iss. 2, pp. 3-3
Open Access | Times Cited: 37
The importance of environment for teacher professional learning in Malta and Scotland
Michelle Attard Tonna, Rachel Shanks
European Journal of Teacher Education (2017) Vol. 40, Iss. 1, pp. 91-109
Open Access | Times Cited: 36
Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring
Matti Pennanen, Hannu L. T. Heikkinen, Paivi Tynjälä
Scandinavian Journal of Educational Research (2018) Vol. 64, Iss. 3, pp. 355-371
Open Access | Times Cited: 34
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
Piia Näykki, Heikki Kontturi, Veikko Seppänen, et al.
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 4, pp. 495-512
Open Access | Times Cited: 24
A Teacher’s Personal-Emotional Identity and its Reflection upon the Development of his Professional Identity
Gustavo González‐Calvo, Marta Arias-Carballal
The Qualitative Report (2017)
Open Access | Times Cited: 31
Becoming teacher-researchers: teachers’ reflections on collaborative professional development
Sally Baricaua Gutierez, Heui‐Baik Kim
Educational Research (2017) Vol. 59, Iss. 4, pp. 444-459
Closed Access | Times Cited: 30
The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
Raquel Chung-Parsons, Janelle M. Bailey
Teaching and Teacher Education (2018) Vol. 78, pp. 39-48
Open Access | Times Cited: 30


Novosibirsk State Pedagogical University Bulletin (2017) Vol. 7, Iss. 1
Open Access | Times Cited: 29
Teachers’ professional identity: validation of an assessment instrument for preservice teachers
Elisa Pérez Gracia, Rocío Serrano Rodriǵuez, Alfonso Pontes Pedrajas, et al.
Heliyon (2021) Vol. 7, Iss. 9, pp. e08049-e08049
Open Access | Times Cited: 22
An emerging taxonomy explaining mentor-teachers’ role in student-teachers’ practicum: What they do and to what end?
Tal Carmi, Eran Tamir
Teaching and Teacher Education (2023) Vol. 128, pp. 104121-104121
Closed Access | Times Cited: 8
Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity
Mahsa Izadinia
Springer eBooks (2018), pp. 109-119
Closed Access | Times Cited: 27
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Loraine McKay
Teaching and Teacher Education (2019) Vol. 86, pp. 102920-102920
Closed Access | Times Cited: 23
Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement
Anat Wilson, Minh Huynh
International Journal of Mentoring and Coaching in Education (2019) Vol. 9, Iss. 1, pp. 71-86
Closed Access | Times Cited: 23
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university
Loraine McKay
Teaching and Teacher Education (2021) Vol. 105, pp. 103424-103424
Closed Access | Times Cited: 18
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers
Darío Luis Banegas, Richard Pinner, Ignacio Daniel Larrondo
TESOL Quarterly (2021) Vol. 56, Iss. 2, pp. 445-473
Open Access | Times Cited: 18
The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model
Yishan Lin, Moses Agyemang Ameyaw, Qinhan Zhang, et al.
Frontiers in Public Health (2022) Vol. 10
Open Access | Times Cited: 13
Preservice teachers’ experiences navigating “adaptive learning” technology
Melissa Sherfinski, Wen Juan Mo
Journal of Early Childhood Teacher Education (2024) Vol. 45, Iss. 3, pp. 312-336
Closed Access | Times Cited: 2
Development of teacher professional identity: perspectives from self-determination theory
C. Y. Ethan Wong, Woon Chia Liu
European Journal of Teacher Education (2024), pp. 1-19
Closed Access | Times Cited: 2
Pre-service teachers’ use of metaphors for mentoring relationships
Mahsa Izadinia
Journal of Education for Teaching International Research and Pedagogy (2017) Vol. 43, Iss. 5, pp. 506-519
Closed Access | Times Cited: 21
Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program
Denchai Prabjandee
Teacher Development (2020) Vol. 24, Iss. 1, pp. 71-87
Closed Access | Times Cited: 20
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
Alastair Henry, Maria Mollstedt
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100568-100568
Open Access | Times Cited: 16
Profiles of Teacher Professional Identity Among Student Teachers and Its Association With Mental Health
Shunying Zhao, Yang Dong, Jianbin Luo
Frontiers in Public Health (2022) Vol. 10
Open Access | Times Cited: 11
The role of the mentor in professional knowledge development across four professions
Gillian Peiser, John F Ambrose, Beverley Burke, et al.
International Journal of Mentoring and Coaching in Education (2018) Vol. 7, Iss. 1, pp. 2-18
Open Access | Times Cited: 20
Variations in pre-service teachers’ career exploration and commitment to teaching
Ji Hong, Barbara A. Greene, Robin Roberson, et al.
Teacher Development (2017) Vol. 22, Iss. 3, pp. 408-426
Closed Access | Times Cited: 19
Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach
Kateřina Lojdová
Learning Culture and Social Interaction (2019) Vol. 22, pp. 100314-100314
Closed Access | Times Cited: 19

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