Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teacher educators’ identity: a review of literature
Mahsa Izadinia
European Journal of Teacher Education (2014) Vol. 37, Iss. 4, pp. 426-441
Closed Access | Times Cited: 202

Showing 26-50 of 202 citing articles:

Emotion labor and professional identity construction of TESOL teacher educators
Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu
System (2023) Vol. 117, pp. 103111-103111
Closed Access | Times Cited: 12
“To prosper you must be willing to pivot”: The career construction journeys of language teacher educators in Hong Kong
John Trent
TESOL Journal (2024)
Closed Access | Times Cited: 3
Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective
Rui Yuan
Asia-Pacific Journal of Teacher Education (2015) Vol. 44, Iss. 4, pp. 379-400
Closed Access | Times Cited: 39
The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
Carles Monereo i Font
Learning Culture and Social Interaction (2017) Vol. 20, pp. 4-13
Closed Access | Times Cited: 39
A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain
Joana Salazar Noguera, Kerryn McCluskey
Teacher Development (2016) Vol. 21, Iss. 1, pp. 101-117
Closed Access | Times Cited: 32
TESL Teacher Educators' Professional Self-Development, Identity, and Agency
Bedrettin Yazan
TESL Canada Journal (2018) Vol. 35, Iss. 2, pp. 140-155
Open Access | Times Cited: 32
Educators’ perspectives on transmedia identity management: redefining tele-teacher presence
Julie‐Ann Sime, Chryssa Themelis
Distance Education (2020) Vol. 41, Iss. 1, pp. 70-85
Open Access | Times Cited: 27
Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education
Kirsti Marie Jegstad, Tove Anita Fiskum, Jessica Aspfors, et al.
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 6, pp. 1005-1019
Open Access | Times Cited: 25
Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects
Markus Sebastian Feser, Inka Haak
Studies in Science Education (2022) Vol. 59, Iss. 2, pp. 287-320
Closed Access | Times Cited: 17
Tensions and possibilities in teacher educators’ roles and professional development
María Assunção Flores
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 1-3
Open Access | Times Cited: 29
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions
Raimo Kaasila, Sonja Lutovac, Minna Uitto
European Journal of Teacher Education (2023), pp. 1-20
Open Access | Times Cited: 8
The relationship between EFL teachers’ professional identity and their self-esteem
Khalil Motallebzadeh, Bahman Kazemi
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1443374-1443374
Open Access | Times Cited: 27
Beginning Teacher Educators: Working in Higher Education and Schools
Jean Murray
Springer eBooks (2016), pp. 35-70
Closed Access | Times Cited: 25
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
Eline Vanassche, Warren Kidd, Jean Murray
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 478-491
Open Access | Times Cited: 25
Mentoring as meaningful professional development
William Walters, Daniel B. Robinson, Jared Walters
International Journal of Mentoring and Coaching in Education (2019) Vol. 9, Iss. 1, pp. 21-36
Closed Access | Times Cited: 23
Identifying school-based teacher educators’ professional learning needs: an international survey
Gerry Czerniawski, Ainat Guberman, Ann MacPhail, et al.
European Journal of Teacher Education (2023), pp. 1-16
Open Access | Times Cited: 7
Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study
Marlene Wagner, Tobias Ley, Lydia Kammerer, et al.
European Journal of Teacher Education (2024), pp. 1-19
Open Access | Times Cited: 2
Becoming a secondary school teacher: Keys to a meaningful professional identity
Alfredo Berbegal Vázquez, Lídia Daza Pérez, Lara Carapeto Pacheco, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104697-104697
Open Access | Times Cited: 2
Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry

Advances in research on teaching (2015), pp. i-i
Closed Access | Times Cited: 24
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
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective
Wenting Chen
Language Awareness (2022) Vol. 32, Iss. 3, pp. 465-486
Closed Access | Times Cited: 11
Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education
Jennifer Jacobs
Action in Teacher Education (2023) Vol. 45, Iss. 2, pp. 159-181
Closed Access | Times Cited: 6
Who do they think they are? Professional identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
European Journal of Teacher Education (2023), pp. 1-21
Open Access | Times Cited: 6
Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition
Penny Amott
Professional Development in Education (2017) Vol. 44, Iss. 4, pp. 476-491
Closed Access | Times Cited: 20
Intimate Scholarship: An Examination of Identity and Inquiry in the Work of Teacher Educators
Mary Lynn Hamilton, Stefinee Pinnegar, Ronnie Davey
Springer eBooks (2016), pp. 181-237
Closed Access | Times Cited: 19

Scroll to top