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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:

Professionally Developing as a Teacher Educator
John Loughran
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 271-283
Closed Access | Times Cited: 445

Showing 26-50 of 445 citing articles:

Uncertainty as an opportunity: Teacher partnerships in international schools in Poland
Joanna Leek
European Educational Research Journal (2025)
Closed Access
Diversity in Coherence: Strengths and Opportunities of Three Programs
Esther T. Canrinus, Kirsti Klette, Karen Hammerness
Journal of Teacher Education (2017) Vol. 70, Iss. 3, pp. 192-205
Open Access | Times Cited: 61
Teacher educators for new times? Redefining an important occupational group
Simone White
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 45, Iss. 2, pp. 200-213
Open Access | Times Cited: 58
The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Gerry Czerniawski, Donald Gray, Ann MacPhail, et al.
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 2, pp. 133-148
Open Access | Times Cited: 57
InFo-TED: Bringing Policy, Research, and Practice Together around Teacher Educator Development
Eline Vanassche, Frances O’Connell Rust, Paul Conway, et al.
Advances in research on teaching (2015), pp. 341-364
Closed Access | Times Cited: 54
Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
Katriina Maaranen, Heikki Kynäslahti, Reijo Byman, et al.
European Journal of Teacher Education (2019) Vol. 42, Iss. 2, pp. 211-227
Closed Access | Times Cited: 51
Exploring how arts-based reflection can support teachers' resilience and well-being
Loraine McKay, Georgina Barton
Teaching and Teacher Education (2018) Vol. 75, pp. 356-365
Closed Access | Times Cited: 49
The History of Computing Education Research
Mark Guzdial, Benedict du Boulay
Cambridge University Press eBooks (2019), pp. 11-39
Closed Access | Times Cited: 48
Tangible Computing
Michael Horn, Marina Umaschi Bers
Cambridge University Press eBooks (2019), pp. 663-678
Closed Access | Times Cited: 46
The Janus faced teacher educator
Kari Smith, María Assunção Flores
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 433-446
Open Access | Times Cited: 43
Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
Andrea E. Weinberg, Meena M. Balgopal, Laura B. Sample McMeeking
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 99-120
Open Access | Times Cited: 35
Möten i friluftsliv : Lärarutbildare utforskar den egna undervisningspraktiken
Maria Howding
(2025)
Closed Access
Professionally Developing (or Not): “Learning to Do” Physical Education Teacher Education
Kevin Patton, Melissa Parker
Journal of Teaching in Physical Education (2025), pp. 1-12
Closed Access
Marginalization, Minoritization, and Microaggression Against Asian American Children: Insights from Korean American Mother-Educator-Researchers Utilizing Suda (수다)
Sohyun Meacham, Jinhee Kim, Su-Jeong Wee, et al.
Journal of Research in Childhood Education (2025), pp. 1-21
Closed Access
Prioritising teacher educator learning: a practitioner inquiry community for teacher educators in a school–university partnership
Rachel Wolkenhauer, Logan Rutten
Professional Development in Education (2025), pp. 1-15
Open Access
How, What and Why do teacher educators in Malawi learn about technology?
Foster Gondwe
SN Social Sciences (2025) Vol. 5, Iss. 4
Closed Access
Professional experience: learning from the past to build the future
Rosie Le Cornu
Asia-Pacific Journal of Teacher Education (2015) Vol. 44, Iss. 1, pp. 80-101
Closed Access | Times Cited: 49
Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education
Phillip Ward
Quest (2016) Vol. 68, Iss. 4, pp. 420-438
Closed Access | Times Cited: 45
Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development
Hanne Tack, Martin Valcke, Isabel Rots, et al.
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 86-104
Closed Access | Times Cited: 44
Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice
Mats Hordvik, Ann MacPhail, Lars Tore Ronglan
Teaching and Teacher Education (2019) Vol. 88, pp. 102969-102969
Open Access | Times Cited: 41
Collaboration between teacher educators and schools to enhance development
May Britt Postholm
European Journal of Teacher Education (2016) Vol. 39, Iss. 4, pp. 452-470
Closed Access | Times Cited: 40
Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution
Paulina Bravo, Hernán Cofré
International Journal of Science Education (2016) Vol. 38, Iss. 16, pp. 2500-2527
Closed Access | Times Cited: 39
Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach
Nibal Khalil, Ahmad Aljanazrah, Ghadeer Hamed, et al.
Education Sciences (2022) Vol. 12, Iss. 2, pp. 95-95
Open Access | Times Cited: 19
Fostering Teacher Educators’ Professional Development on Practice-Based Research Through Communities of Inquiry
T. Martijn Willemse, Fer Boei, Marieke Pillen
Vocations and Learning (2015) Vol. 9, Iss. 1, pp. 85-110
Closed Access | Times Cited: 39
Teacher design teams as a strategy for professional development: the role of the facilitator
Heleen Becuwe, Jo Tondeur, Natalie Pareja Roblin, et al.
Educational Research and Evaluation (2016) Vol. 22, Iss. 3-4, pp. 141-154
Open Access | Times Cited: 34

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