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:

Understanding teacher identity in teachers' professional lives: A systematic review of the literature
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Exploring Teachers’ Experience of Occupational Value and Global Accountability Reforms: A Qualitative Inquiry
Clare Wright Thompson, Daniel Waldeck, Andrew Holliman
Education Sciences (2025) Vol. 15, Iss. 2, pp. 254-254
Open Access
The construction of professional identity among immigrant early childhood educators: a systematic review
Yue Xu, Sun Yee Yip, Eisuke Saito, et al.
Journal of Early Childhood Teacher Education (2025), pp. 1-18
Open Access
The effects of gender, age and region on rural teachers’ professional honor: an empirical analysis of survey data from seven provinces in China
Yu‐Yi Chen, Wenhai Zhang, Andrés Sandoval-Hernández
Frontiers in Education (2025) Vol. 10
Open Access
English Language Teachers' Stories Tackling a Neoliberal Machinery: A Human–Technical Dichotomy in Their Identities
Jhooni Albeiro Quintero González, Álvaro Hernán Quintero Polo
TESOL Quarterly (2025)
Closed Access
The relationships between Chinese teachers’ emotions, professional identity, and teaching for creativity: The mediating role of emotional intelligence
Huili Su, Jingwei Zhang, Pengjiao Li, et al.
Thinking Skills and Creativity (2024) Vol. 52, pp. 101531-101531
Open Access | Times Cited: 2
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China
Wei Yue, Lingnan Yan, Yanru Yang
Teaching and Teacher Education (2024) Vol. 144, pp. 104605-104605
Open Access | Times Cited: 1
Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades
Yiqian Yan
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
Social Emotional Learning in Teacher Education: Biographical Narrative as a Method for Professional Development
Maayan Shalev, Stella Gidalevich
Education Sciences (2024) Vol. 14, Iss. 8, pp. 821-821
Open Access | Times Cited: 1
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching
Linda Hogg, Quincy Elvira, Anne Yates
Education Sciences (2024) Vol. 14, Iss. 8, pp. 857-857
Open Access | Times Cited: 1
‘A teacher’s work is many things, but one thing it is not is easy’: pre-service teachers’ conceptions of teachers’ work
Sonja Lutovac, Minna Körkkö
European Journal of Teacher Education (2024), pp. 1-18
Open Access | Times Cited: 1
Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education
Sarah Steadman
Deleted Journal (2024) Vol. 1, Iss. 3, pp. 134-139
Open Access
The understanding of ‘social responsibility and commitment’ of the teaching profession: a systematic review
Amaia Alberdi Ruiz de Alegría, Ainara Imaz Agirre, Monike Gezuraga Amundarain
Globalisation Societies and Education (2024), pp. 1-27
Closed Access
‘Social Science Teacher? Anyone Can Become’: Examining Professional Subject Identity of Social Science Teachers in India
Indira Subramanian
Contemporary Education Dialogue (2024) Vol. 21, Iss. 2, pp. 272-300
Closed Access
Dis/placing teacher identity: performing the ‘brutal forms of formalities’ in English Further Education
Zahid Naz, Christian Beighton
International Journal of Lifelong Education (2024) Vol. 43, Iss. 5, pp. 553-567
Closed Access
‘We are not babysitters’: Meaningfulness and meaninglessness in homeroom teachers' identity work
Adi Sapir, Ravit Mizrahi‐Shtelman
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access
Unveiling the Dual Facet EFL Novice Teachers’ Identity Construction: Professionalism and Religious Identity
Sri Kurniawati, Ria Arista Asih, Sudiran Sudiran
Tarbawi Jurnal Ilmu Pendidikan (2024) Vol. 20, Iss. 1, pp. 15-31
Open Access
Negotiations and reconciliations in the first year of teaching
Tanya Flushman, Sarah Hegg, Megan Guise, et al.
Teaching and Teacher Education (2024) Vol. 151, pp. 104744-104744
Closed Access
Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile
Denise Quiroz-Martínez, Elizabeth A. C. Rushton
Teaching and Teacher Education (2024) Vol. 152, pp. 104787-104787
Open Access
Reflections on elementary school teacher identity development in PPG program: Mathematics material
Rustanto Rahardi
AIP conference proceedings (2024) Vol. 3235, pp. 030018-030018
Closed Access
Analyzing Burkean Rhetoric in Pre-service Teachers’ Identity Narratives
Raimo Kaasila, Sonja Lutovac
(2024), pp. 161-177
Closed Access
Becoming a homeroom teacher: spatial and temporal dimensions of identity formation
Adi Sapir, Ravit Mizrahi‐Shtelman
Research Papers in Education (2024), pp. 1-25
Open Access
Because of thương: Listening to the voices of Vietnamese early childhood educators
Hoa Pham, Anh Ngoc Quynh Phan, Marek Tesař
Policy Futures in Education (2024)
Closed Access
Fostering excellence: professional associations and the cultivation of teachers’ professional identities
Adrijana Višnjić Jevtić, Valentina Bel
Early Years Journal of International Research and Development (2024) Vol. 44, Iss. 5, pp. 958-969
Closed Access
Positive emotional experiences and professional identity formation in novice preschool teachers in Taiwan
Yuling Su
European Early Childhood Education Research Journal (2024), pp. 1-19
Closed Access
Page 1 - Next Page

Scroll to top