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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:

Social justice teacher educators: what kind of knowing is needed?
A. Lin Goodwin, Kelsey Darity
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 45, Iss. 1, pp. 63-81
Closed Access | Times Cited: 67

Showing 26-50 of 67 citing articles:

Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice
Lightning Jay
Teaching and Teacher Education (2023) Vol. 132, pp. 104243-104243
Closed Access | Times Cited: 4
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program
Allison Mattheis, Lucrecia Nava, Maria Beltran, et al.
Urban Education (2020) Vol. 58, Iss. 10, pp. 2407-2436
Closed Access | Times Cited: 10
Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany
Michael Jopling, David Zimmermann
Research Papers in Education (2023) Vol. 38, Iss. 5, pp. 828-845
Open Access | Times Cited: 3
The Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions.
Yvonne Bain, Donald Gray
Scottish Educational Review (2018) Vol. 50, Iss. 2, pp. 54-72
Open Access | Times Cited: 7
Disrupting the Deficit Gaze: Equity Work with University Supervisors
Maika Yeigh
Journal of Educational Supervision (2020) Vol. 3, Iss. 3
Open Access | Times Cited: 6
Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses
Mark Barrow, Linlin Xu
Teaching and Teacher Education (2021) Vol. 109, pp. 103572-103572
Closed Access | Times Cited: 6
Representations of Social Justice and Digital Civic Engagement: The Influence of Psychosocial Variables in Teacher Training
Miguel Ángel Albalá Genol, Edgardo Etchezahar, Antonio Maldonado Rico, et al.
Sustainability (2022) Vol. 14, Iss. 12, pp. 7096-7096
Open Access | Times Cited: 4
Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy
Meghna Nag Chowdhuri, Louise Archer
Journal of Education for Teaching International Research and Pedagogy (2023) Vol. 50, Iss. 3, pp. 479-493
Open Access | Times Cited: 2
Critical Affect Literacy: A Call to Action in a Trump Administration
Jennifer M. Bondy, Brent Johnson
Action in Teacher Education (2019) Vol. 42, Iss. 4, pp. 354-367
Closed Access | Times Cited: 5
Literacy Teacher Educators Creating Space for Children’s Literature
Lydia Menna, Clare Kosnik, Pooja Dharamshi
Education Sciences (2020) Vol. 10, Iss. 10, pp. 288-288
Open Access | Times Cited: 4
Mirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers
Dianna Gahlsdorf Terrell, Diana Sherman
Action in Teacher Education (2022) Vol. 44, Iss. 3, pp. 230-251
Closed Access | Times Cited: 3
Subversive thinking toward liberatory literacy leadership: centering the voices of critical teachers of color
Laura Keisler, Rosario Ordoñez–Jasis, Madeleine Mejia
International Journal of Leadership in Education (2024), pp. 1-19
Closed Access
Food for All: Analysis of a Case of Nonformal Education on Inequalities in Public School
Andrea Gollini
Springer eBooks (2024), pp. 1-20
Closed Access
Teacher educators’ understanding of and activities for preparing preservice teachers to Teach for social transformation in K-12 educational settings
Hosun Kang, Ji‐Won Lee, Ella Pohl Rose
Teaching and Teacher Education (2024) Vol. 148, pp. 104711-104711
Open Access
Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model
Jonathan Glazzard, Adam L. Tate
Policy Futures in Education (2024)
Closed Access
Ways forward: More inclusive teacher education in England
Jonathan Glazzard, Scott Thomas
Support for Learning (2024)
Closed Access
Preparing Justice-Oriented Teacher Educators: Gaps, Opportunities & New Directions
Kimberly Oamek, Charles Howard Gonzalez
The New Educator (2024) Vol. 20, Iss. 3-4, pp. 164-182
Closed Access
The Inquiry Initiative and “Opportunity Gaps”: Collaborative Research Structures and Challenging Inequities in Teacher Education
Rachelle Meyer Rogers, Kristien Zenkov, Audra Parker, et al.
The New Educator (2024) Vol. 20, Iss. 3-4, pp. 123-147
Open Access
Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?
Linda la Velle
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 5, pp. 946-957
Closed Access
Preparing Preservice Teachers for the Complexities of Working with Vulnerable and Marginalised Young Mothers
Karen Felstead
Springer eBooks (2024), pp. 237-253
Closed Access
“Close to my Heart”: Teacher Educators Building Racial Literacies
Catherine Lammert, Amy Tondreau, Xiufang Chen, et al.
Literacy Research Theory Method and Practice (2024)
Closed Access
Teacher Preparation for Social Justice: Throughlines Across University & Teacher Residency Experiences
Cori Salmerón
Multicultural Perspectives (2024) Vol. 26, Iss. 4, pp. 223-230
Closed Access
Towards equity literacy: exploratory enquiry with Finnish student teachers
Hanna Posti-Ahokas, Hille Janhonen‐Abruquah
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 5-22
Open Access | Times Cited: 4
Not ‘Another Version of the Same Thing’: Problematising and Reworking English Initial Teacher Education in Ethnically Diverse Times
Saffron Powell, Meg Maguire, Emma Towers
Education, equity, economy (2024), pp. 153-168
Closed Access
Perceptions of pupil poverty: what do trainee teachers really think?
Elizabeth Farrar, Chris Atkin
Teaching Education (2024), pp. 1-17
Closed Access

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