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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:

Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry
Megan Madigan Peercy, Judy Sharkey, Laura Baecher, et al.
TESOL Journal (2019) Vol. 10, Iss. 4
Closed Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

Language Teacher Educator Identity
Gary Barkhuizen
(2021)
Closed Access | Times Cited: 63
“The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
Lucía Cárdenas Curiel, Laxmi Prasad Ojha, Luqing Zang, et al.
International Multilingual Research Journal (2024) Vol. 18, Iss. 3, pp. 232-253
Open Access | Times Cited: 7
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Darío Luis Banegas, David Gerlach
System (2021) Vol. 98, pp. 102474-102474
Open Access | Times Cited: 40
TESOL teacher educators in higher education: A review of studies from 2010 to 2020
Rui Yuan, Icy Lee, Peter I. De Costa, et al.
Language Teaching (2022) Vol. 55, Iss. 4, pp. 434-469
Closed Access | Times Cited: 28
Mediating Innovation through Language Teacher Education
Martin East
(2022)
Closed Access | Times Cited: 23
Language teacher educator agency: An ecological perspective of contributions for identity construction
Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu
International Journal of Educational Research (2024) Vol. 126, pp. 102367-102367
Closed Access | Times Cited: 4
Consumerist discourses on social media and language teacher educator identity tensions
Juyoung Song, Hassan Nejadghanbar
TESOL Journal (2024)
Closed Access | Times Cited: 4
Identity Development in Transition: A Duoethnography of Language Teachers Becoming Teacher Educators From an Ecological Perspective
Xiaojing Wang, Fan Fang
TESOL Journal (2025) Vol. 16, Iss. 1
Closed Access
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
Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners
Sabrina Wesley‐Nero, Kevin Donley
TESOL Journal (2024) Vol. 15, Iss. 4
Closed Access | Times Cited: 3
Becoming and being a critical language teacher educator: A duoethnography
Yasemin Tezgiden Cakcak, Ufuk Ataş
TESOL Journal (2024) Vol. 15, Iss. 4
Open Access | Times Cited: 3
The (im)possible mission of language teacher educators in Germany: Identity formation, development, and practice in institutionalised settings
David Gerlach
TESOL Journal (2024)
Open Access | Times Cited: 3
An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators
Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu
Journal of Multilingual and Multicultural Development (2024), pp. 1-14
Closed Access | Times Cited: 2
(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis
Kevin M. Wong, Minhye Son, Wenyang Sun, et al.
TESOL Journal (2024)
Closed Access | Times Cited: 2
Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers
Darío Luis Banegas
RELC Journal (2020) Vol. 53, Iss. 3, pp. 686-702
Open Access | Times Cited: 18
The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography
Mario E. López‐Gopar, William M. Sughrua, Vilma Huerta Córdova
Teachers and Teaching (2022) Vol. 30, Iss. 2, pp. 152-165
Closed Access | Times Cited: 10
An AI toolkit to support teacher reflection
Tanner Phillips, Asmalina Saleh, Gamze Özoğul
International Journal of Artificial Intelligence in Education (2022) Vol. 33, Iss. 3, pp. 635-658
Closed Access | Times Cited: 10
A transnational language teacher educator's autoethnographic pursuit of reflexivity in Hong Kong
Özgehan Uştuk
TESOL Journal (2024)
Open Access | Times Cited: 1
“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities
Xinyue Lu, Yuseva Ariyani Iswandari, Zhenjie Weng, et al.
TESOL Journal (2024)
Open Access | Times Cited: 1
Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective
Rui Yuan, Min Yang
TESOL Quarterly (2021) Vol. 56, Iss. 2, pp. 656-687
Closed Access | Times Cited: 10
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course
Matthew R. Deroo, Ryan W. Pontier, Zhongfeng Tian
Journal of Language Identity & Education (2022) Vol. 21, Iss. 3, pp. 160-173
Closed Access | Times Cited: 6
LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography
Michel Riquelme‐Sanderson, Anthony Longoria
Rupkatha Journal on Interdisciplinary Studies in Humanities (2023) Vol. 15, Iss. 1
Open Access | Times Cited: 3
The enactment of teacher‐educator interactional identities in the classrooms of English language education
Edgar Lucero
TESOL Journal (2023) Vol. 15, Iss. 2
Closed Access | Times Cited: 3
Identity tensions of in-service teacher educators: A narrative inquiry
Rukiye Eryılmaz, Kenan Dikilitaş
Language Teaching Research (2023)
Open Access | Times Cited: 3
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