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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:

Dilemmatic spaces in educational contexts – towards a conceptual framework for dilemmas in teachers work
Göran Fransson, Jan Grannäs
Teachers and Teaching (2012) Vol. 19, Iss. 1, pp. 4-17
Closed Access | Times Cited: 133

Showing 26-50 of 133 citing articles:

Primary health care reform, dilemmatic space and risk of burnout among health workers
Toby Freeman, Fran Baum, Ronald Labonté, et al.
Health An Interdisciplinary Journal for the Social Study of Health Illness and Medicine (2017) Vol. 22, Iss. 3, pp. 277-297
Closed Access | Times Cited: 23
Local curriculum development as object construction: A sociomaterial analysis
Eli Tronsmo, Monika Nerland
Teaching and Teacher Education (2018) Vol. 72, pp. 33-43
Closed Access | Times Cited: 23
When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus
Åsa Hirsh
Nordic Journal of Studies in Educational Policy (2020) Vol. 6, Iss. 2, pp. 89-102
Open Access | Times Cited: 19
Redefining public values: data use and value dilemmas in education
Sølvi Mausethagen, Tine S. Prøitz, Guri Skedsmo
Education Inquiry (2020) Vol. 12, Iss. 1, pp. 1-16
Open Access | Times Cited: 16
Investigating teachers’ work with multiple knowledge resources in local curriculum development
Eli Tronsmo
Pedagogy Culture and Society (2018) Vol. 27, Iss. 4, pp. 555-574
Open Access | Times Cited: 18
History and civics education in Israel: reflections from Israeli teachers
Stephen Sheps
Critical Studies in Education (2016) Vol. 60, Iss. 3, pp. 358-374
Closed Access | Times Cited: 16
Teaching as a social practice
Tilde Mardahl-Hansen
Nordic Psychology (2018) Vol. 71, Iss. 1, pp. 3-16
Open Access | Times Cited: 16
Unpacking teacher candidates’ decision-making and justifications in dilemmatic spaces during the student teaching year
Ai-Chu Elisha Ding, Hsiou‐Huai Wang
Asia-Pacific Journal of Teacher Education (2018) Vol. 46, Iss. 3, pp. 221-238
Closed Access | Times Cited: 16
[Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum
Lilach Marom
Teaching and Teacher Education (2019) Vol. 89, pp. 103002-103002
Closed Access | Times Cited: 16
Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum
Jihea Maddamsetti
Teachers and Teaching (2023) Vol. 29, Iss. 4, pp. 439-457
Closed Access | Times Cited: 5
Teachers’ professional judgement when recontextualising Indonesia’s official curriculum to their contexts
Uswatun Qoyyimah, Parlo Singh, Catherine Doherty, et al.
Pedagogy Culture and Society (2019) Vol. 28, Iss. 2, pp. 183-203
Open Access | Times Cited: 14
Emergent identity and dilemmatic spaces: pre-service teachers’ engagement with EAL collaboration
Marianne Turner
Teachers and Teaching (2016) Vol. 22, Iss. 5, pp. 570-585
Closed Access | Times Cited: 13
Manoeuvring in a digital dilemmatic space: making sense of a digitised society
Göran Fransson
Nordic Journal of Digital Literacy (2016) Vol. 11, Iss. 3, pp. 185-201
Open Access | Times Cited: 13
From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations
Christopher DeLuca, Michael Holden, Nathan Rickey
British Educational Research Journal (2024)
Open Access | Times Cited: 1
The Individual Development Plan: supportive tool or mission impossible? Swedish teachers’ experiences of dilemmas in IDP practice
Åsa Hirsh
Education Inquiry (2014) Vol. 5, Iss. 3, pp. 24613-24613
Open Access | Times Cited: 13
Facilitating dialog in the game-based learning classroom: Teacher challenges reconstructing professional identity
Yam San Chee, Swati Mehrotra, Jing Chuan Ong
Digital culture & education (2014) Vol. 6, Iss. 4
Closed Access | Times Cited: 13
Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence
Silvia Edling
Journal of Curriculum Studies (2014) Vol. 47, Iss. 3, pp. 399-415
Closed Access | Times Cited: 12
Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction
Dan O’Sullivan, Paul Conway
Irish Educational Studies (2016) Vol. 35, Iss. 4, pp. 403-420
Closed Access | Times Cited: 12
Understanding classroom assessment in dilemmatic spaces: case studies of Singaporean music teachers' conceptions of classroom assessment
Wei Shin Leong
Music Education Research (2014) Vol. 16, Iss. 4, pp. 454-470
Closed Access | Times Cited: 11
EFL teachers' professional dilemmas with moral curriculum reform in Indonesia
Uswatun Qoyyimah
(2015)
Closed Access | Times Cited: 11
From a student perspective, what constitutes a good (or less good) use of ICT in teaching?
Göran Fransson, J. Ola Lindberg, Anders Olofsson
Education and Information Technologies (2018) Vol. 23, Iss. 5, pp. 2155-2177
Open Access | Times Cited: 10
The private problem with public service: rural teachers in educational markets
Carly Lassig, Catherine Doherty, Keith Moore
Journal of Educational Administration & History (2015) Vol. 47, Iss. 2, pp. 117-139
Open Access | Times Cited: 9
Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance
Charlotte Jonasson, Åsa Mäkitalo, Klaus Nielsen
Teachers and Teaching (2015) Vol. 21, Iss. 7, pp. 831-842
Closed Access | Times Cited: 9
The production of present and absent presences in education
Anneli Frelin, Jan Grannäs
Journal of Pedagogy / Pedagogický casopis (2013) Vol. 4, Iss. 2, pp. 139-161
Open Access | Times Cited: 9
The Interaction of Culture and Context in the Construction of Teachers' Putative Entitled Attitude in the Midst of Change
Tara Ratnam
Advances in research on teaching (2021), pp. 77-101
Closed Access | Times Cited: 8

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