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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:

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators
Clare Kosnik, Lydia Menna, Pooja Dharamshi, et al.
Journal of Education for Teaching International Research and Pedagogy (2015) Vol. 41, Iss. 1, pp. 52-77
Closed Access | Times Cited: 53

Showing 26-50 of 53 citing articles:

A Systematic Review of Literature of Teacher Educators’ Knowledge
Sai Loo
(2024), pp. 73-124
Closed Access
Professional Development of Chinese University-Based Teacher Educators Working as Guide Professors in the Reciprocal Learning Program
Na Wu, Yibing Liu
(2024), pp. 221-239
Closed Access
Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles
Ufuk Ataş, Ayşegül Daloğlu, Raili Hildén
European Journal of Teacher Education (2021) Vol. 46, Iss. 4, pp. 727-745
Closed Access | Times Cited: 4
The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations
Yılmaz Soysal, Somayyeh Soysal
ECNU Review of Education (2023)
Open Access | Times Cited: 1
How Do Literacy Teacher Educators Engage as Literacy Leaders?
Laurie A. Sharp, Marla Robertson, Rebekah E. Piper, et al.
The Advocate (2019) Vol. 25, Iss. 1
Open Access | Times Cited: 2
Intercultural literacy dialogue: international assessment moderation in early childhood teacher education
Gwen Gilmore, Valerie Margrain, Elisabeth Mellgren
Intercultural Education (2020) Vol. 31, Iss. 2, pp. 208-227
Closed Access | Times Cited: 2
Theoretical Roots of Self-Study Research
Cheryl J. Craig, Gayle A. Curtis
Springer international handbooks of education (2020), pp. 1-40
Closed Access | Times Cited: 2
Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices
L. B. Sharp, Rebekah E. Piper, Roberta D. Raymond
Northwest Journal of Teacher Education (2019) Vol. 14, Iss. 1
Open Access | Times Cited: 1
Theoretical Roots of Self-Study Research
Cheryl J. Craig, Gayle A. Curtis
Springer international handbooks of education (2020), pp. 1-40
Closed Access | Times Cited: 1

Santa Monica, Paulus Kuswandono
IJIET (International Journal of Indonesian Education and Teaching) (2019) Vol. 3, Iss. 2
Open Access | Times Cited: 1
BENEFITS AND CHALLENGES OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAM IMPLEMENTATION: ENGLISH TEACHERS� PERSPECTIVES
Santa Monica, Paulus Kuswandono
IJIET (International Journal of Indonesian Education and Teaching) (2019) Vol. 3, Iss. 2, pp. 253-265
Open Access | Times Cited: 1
How Does Action Research Influence on the Professional Development of University Teachers in China?
Yue Qin
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2022), pp. 3632-3638
Open Access | Times Cited: 1
Exploring the Backgrounds, Visions, and Practices of Six Literacy Teacher Educators with a Critical Stance
Pooja Dharamshi
(2016)
Closed Access
The Nature of Teacher Educators’ Professional Learning: Reflections of Two Science Teacher Educators
Karen Goodnough, Saiqa Azam
Springer eBooks (2023), pp. 155-175
Closed Access
Obstacles and Positive Outcomes from Teacher Professional Development (TPD) Program Implementation in Yogyakarta: English Teachers’ Experience
Santa Monica
Journal of English Language Teaching and English Linguistics (2023) Vol. 8, Iss. 2
Open Access
Reconceptualizing their Teaching Over Time
Clare Kosnik, Pooja Dharamshi, Lydya Menna
SensePublishers eBooks (2017), pp. 113-127
Closed Access
Investigating the Practices of Literacy Teacher Educators
Belinda Monique Longe
(2017)
Closed Access
Enacting a pedagogy of multiliteracies: A study of six literacy teacher educators
Cathy Miyata
(2017)
Closed Access
Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting
Stephanie Frausto
(2018)
Closed Access
Teachers’ knowledge and pedagogical approaches to sexuality education in HIV and AIDS contexts of selected high schools and their indigenous communities in the Manzini region of Eswatini.
Phindile Maureen. Nxumalo-Mabuza
(2019)
Closed Access
"That's What the Jobs Are": Centering Precarity in Teacher Education
Ty Walkland
Proceedings of the 2019 AERA Annual Meeting (2019)
Open Access
Difficulties Experienced by Pre-Service Teachers During Pedagogical Practice: Psychometric Properties of the Questionnaire Structure
Tomas Lazdauskas, Albina Saikauskienė
Acta Paedagogica Vilnensia (2020) Vol. 45, pp. 203-215
Open Access
EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University
Hussain Alhoussawi
International Journal of English Linguistics (2022) Vol. 12, Iss. 5, pp. 95-95
Open Access
Technology-Enhanced Teacher Professional Development: The Experience of a Digital EdTech Start-Up in Malawi
Foster Gondwe, Bob Maseko
Digital education and learning (2022), pp. 197-211
Closed Access
Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography
Lasse Jakobs, Rainer Mehren, Janis Fögele, et al.
Research in Subject-matter Teaching and Learning (RISTAL) (2022) Vol. 5, Iss. 1, pp. 125-143
Open Access

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