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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:

The dark side of mentoring on pre-service language teachers' identity formation
Rui Yuan
Teaching and Teacher Education (2016) Vol. 55, pp. 188-197
Closed Access | Times Cited: 131

Showing 26-50 of 131 citing articles:

Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory
Cheri Chan
Teaching and Teacher Education (2019) Vol. 86, pp. 102893-102893
Closed Access | Times Cited: 24
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
I know how it feels: how online mentors help pre-service teachers negotiate practicum tensions in the third space
Cheri Chan
Mentoring & Tutoring Partnership in Learning (2020) Vol. 28, Iss. 2, pp. 189-210
Closed Access | Times Cited: 20
Novice nontraditional teacher educators’ identity (re)construction in higher education: A Hong Kong perspective
Rui Yuan
International Journal of Educational Research (2019) Vol. 99, pp. 101508-101508
Closed Access | Times Cited: 20
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
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian
Rui Yuan, Hong Zhang, Mo Li
Professional Development in Education (2022), pp. 1-15
Closed Access | Times Cited: 11
Positive Emotional Experiences in Teaching, Teacher Identity, and Student Behaviors: A Symbolic Interactionist Perspective
Kwok Kuen Tsang, Lianjiang Jiang
Schools (2018) Vol. 15, Iss. 2, pp. 228-246
Closed Access | Times Cited: 19
Understand an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective
Wei Liao, Rui Yuan
International Journal of Educational Research (2016) Vol. 81, pp. 71-82
Closed Access | Times Cited: 17
Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups
Ulla Kiviniemi, Paivi Tynjälä, Hannu L. T. Heikkinen, et al.
European Journal of Teacher Education (2020) Vol. 44, Iss. 4, pp. 555-571
Closed Access | Times Cited: 17
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development
Catherine Lammert, Lora DeWalt, Melissa Mosley Wetzel
Teaching and Teacher Education (2020) Vol. 96, pp. 103179-103179
Closed Access | Times Cited: 17
Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: case studies in U.S. elementary school contexts
Jihea Maddamsetti
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 2, pp. 232-236
Closed Access | Times Cited: 18
Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach
Loan De Backer, Wouter Schelfhout, Mathea Simons, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1087-1087
Open Access | Times Cited: 5
Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum
Zhaoxuan Wang, Rui Yuan, Wei Liao
Teachers and Teaching (2022) Vol. 28, Iss. 8, pp. 1000-1020
Closed Access | Times Cited: 8
Using a Networked Professional Learning Community to Prepare Pre-service Teachers
Selina L. Bartels, Benjamin Boche
(2024), pp. 161-177
Closed Access | Times Cited: 1
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction
Catherine Lammert, Lacy D. Brice
Teaching and Teacher Education (2024) Vol. 144, pp. 104579-104579
Closed Access | Times Cited: 1
Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand
Chrystal Uohna Naltan, Atipat Boonmoh
Human Behavior, Development and Society (2024) Vol. 25, Iss. 1, pp. 63-74
Open Access | Times Cited: 1
The Micropolitics of Student Teachers’ Professional Vulnerability During Teaching Practicums: A Chinese Perspective
Gang Zhu, Hersholt C. Waxman, Héctor Rivera, et al.
The Asia-Pacific Education Researcher (2018) Vol. 27, Iss. 2, pp. 155-165
Closed Access | Times Cited: 14
Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research
Kwok Kuen Tsang, Lianjiang Jiang
Springer eBooks (2018), pp. 73-89
Closed Access | Times Cited: 14
Diverse Interpretations on Nativeness but Unanimous Subscription to Native-speakerism : Identity of Future Non-native English Teachers in Taiwan
Tzu‐Bin Lin, Li-Yi Wang, Mu-Yu Wang
The Journal of AsiaTEFL (2018) Vol. 15, Iss. 3, pp. 603-617
Open Access | Times Cited: 14
From Swan to Ugly Duckling? Mentoring Dynamics and Preservice Teachers’ Readiness to Teach
Mahsa Izadinia
˜The œAustralian journal of teacher education (2017) Vol. 42, Iss. 7, pp. 66-83
Open Access | Times Cited: 13
Preservice teachers’ identity construction: emergence of expected and feared teacher-selves
Ayşegül Sallı, Ülker Vancı Osam
Quality & Quantity (2017) Vol. 52, Iss. S1, pp. 483-500
Closed Access | Times Cited: 13
Teacher Development or Teacher Training? An Exploration of Issues Reflected on by CELTA Candidates
Lee Mackenzie
English Teaching & Learning (2018) Vol. 42, Iss. 3-4, pp. 247-271
Closed Access | Times Cited: 13
Pre-service Teachers' Mastery of Technological Pedagogical Content Knowledge for Teaching English Language
Charanjit Kaur Swaran Singh, Zulkharnain Mohd Kasim
Universal Journal of Educational Research (2019) Vol. 7, Iss. 10A, pp. 24-29
Open Access | Times Cited: 13
Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research
Youmen Chaaban, Xiangyun Du, Adrian Lundberg, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 1787-1787
Open Access | Times Cited: 4
Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
Loraine McKay, Heather Jean Manning
Journal of Teacher Education (2018) Vol. 70, Iss. 4, pp. 360-371
Closed Access | Times Cited: 12

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