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:
The Palgrave Handbook of Teacher Education Research
Ian Menter
Springer eBooks (2023)
Closed Access | Times Cited: 44
Ian Menter
Springer eBooks (2023)
Closed Access | Times Cited: 44
Showing 1-25 of 44 citing articles:
(Re)considering ‘radical’ for the teaching profession: a Global North-South reflection on teachers and teaching
Haira Emanuela Gandolfi, Martin Mills
Critical Studies in Education (2025), pp. 1-20
Open Access
Haira Emanuela Gandolfi, Martin Mills
Critical Studies in Education (2025), pp. 1-20
Open Access
Counterstories: Disrupting whiteness and heteronormativity in educational psychology research
Ji Hong, Dionne Cross Francis, Faqryza Ab Latif, et al.
Contemporary Educational Psychology (2025), pp. 102343-102343
Closed Access
Ji Hong, Dionne Cross Francis, Faqryza Ab Latif, et al.
Contemporary Educational Psychology (2025), pp. 102343-102343
Closed Access
Heat Stress and Its Impact on Corpus Luteum (CL) Function and Reproductive Efficiency in Mammals: A Critical Review
M. M. Tariq, Saba Saeed, Kossinga Koulet Andre Saint Victor, et al.
Reproductive Sciences (2025)
Closed Access
M. M. Tariq, Saba Saeed, Kossinga Koulet Andre Saint Victor, et al.
Reproductive Sciences (2025)
Closed Access
Navigating the impact of the pandemic on teacher competencies: A comparative analysis across economic contexts using pre- and post-COVID-19 PISA data
Dirgha Raj Joshi, Jeevan Khanal, Krishna Prasad Sharma Chapai
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101359-101359
Open Access
Dirgha Raj Joshi, Jeevan Khanal, Krishna Prasad Sharma Chapai
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101359-101359
Open Access
Understanding professional identity development of second-career teachers: A longitudinal study
Ilona van Heijst, M.L.L. Volman, Frank Cornelissen
Teaching and Teacher Education (2025) Vol. 159, pp. 104995-104995
Open Access
Ilona van Heijst, M.L.L. Volman, Frank Cornelissen
Teaching and Teacher Education (2025) Vol. 159, pp. 104995-104995
Open Access
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Päivi Hökkä, Eija Räikkönen, Katja Vähäsantanen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104998-104998
Open Access
Päivi Hökkä, Eija Räikkönen, Katja Vähäsantanen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104998-104998
Open Access
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Sibel Akin-Sabuncu, Seung Eun McDevitt, Crystal Chen Lee, et al.
Teaching and Teacher Education (2024) Vol. 143, pp. 104550-104550
Closed Access | Times Cited: 4
Sibel Akin-Sabuncu, Seung Eun McDevitt, Crystal Chen Lee, et al.
Teaching and Teacher Education (2024) Vol. 143, pp. 104550-104550
Closed Access | Times Cited: 4
ICT adoption in the textile and jewelry industries for sustainable fashion: A systematic review
George Kwame Fobiri, Solomon Kwame Fobiri, Cyril Etornam Adala, et al.
Scientific African (2024) Vol. 24, pp. e02224-e02224
Open Access | Times Cited: 3
George Kwame Fobiri, Solomon Kwame Fobiri, Cyril Etornam Adala, et al.
Scientific African (2024) Vol. 24, pp. e02224-e02224
Open Access | Times Cited: 3
Disaster didacticism: Pedagogical interventions and the ‘learning crisis’
Michele Schweisfurth
International Journal of Educational Development (2022) Vol. 96, pp. 102707-102707
Open Access | Times Cited: 18
Michele Schweisfurth
International Journal of Educational Development (2022) Vol. 96, pp. 102707-102707
Open Access | Times Cited: 18
Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand
David A. G. Berg, Einar M. Skaalvik, Mustafa Asıl, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104041-104041
Open Access | Times Cited: 8
David A. G. Berg, Einar M. Skaalvik, Mustafa Asıl, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104041-104041
Open Access | Times Cited: 8
Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life
Thibault Coppe, Michaël Parmentier, Geert Kelchtermans, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104436-104436
Open Access | Times Cited: 8
Thibault Coppe, Michaël Parmentier, Geert Kelchtermans, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104436-104436
Open Access | Times Cited: 8
"Each student is fitted with a customized suit": Teacher identity, the burden of intensive educational work, and ethical transgressions among teachers at an elite high school
Miri Aviram, Avihu Shoshana
International Journal of Educational Research (2024) Vol. 125, pp. 102327-102327
Closed Access | Times Cited: 2
Miri Aviram, Avihu Shoshana
International Journal of Educational Research (2024) Vol. 125, pp. 102327-102327
Closed Access | Times Cited: 2
International perspectives on teacher induction: A systematic review
Scott A. Courtney, Christine Austin, Maryam Zolfaghari
Teaching and Teacher Education (2023) Vol. 125, pp. 104047-104047
Closed Access | Times Cited: 7
Scott A. Courtney, Christine Austin, Maryam Zolfaghari
Teaching and Teacher Education (2023) Vol. 125, pp. 104047-104047
Closed Access | Times Cited: 7
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners
Rupert Knight
Professional Development in Education (2024), pp. 1-16
Open Access | Times Cited: 1
Rupert Knight
Professional Development in Education (2024), pp. 1-16
Open Access | Times Cited: 1
Organizational Learning within the Context of the Functioning of Educational Teams: The Progressive Emergence of a Professional Metamorphosis
Generosa Pinheiro, José Matías Alves
Education Sciences (2024) Vol. 14, Iss. 3, pp. 247-247
Open Access | Times Cited: 1
Generosa Pinheiro, José Matías Alves
Education Sciences (2024) Vol. 14, Iss. 3, pp. 247-247
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
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain
Marta Kowalczuk‐Walędziak, Georgeta Ion
Teaching and Teacher Education (2024) Vol. 151, pp. 104747-104747
Closed Access | Times Cited: 1
Marta Kowalczuk‐Walędziak, Georgeta Ion
Teaching and Teacher Education (2024) Vol. 151, pp. 104747-104747
Closed Access | Times Cited: 1
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
Gonny Schellings, Maaike Koopman, Douwe Beijaard
Education Sciences (2024) Vol. 14, Iss. 9, pp. 1022-1022
Open Access | Times Cited: 1
Gonny Schellings, Maaike Koopman, Douwe Beijaard
Education Sciences (2024) Vol. 14, Iss. 9, pp. 1022-1022
Open Access | Times Cited: 1
Chinese and Canadian preservice teachers in face-to-face dialogues: Situating teaching in cultural practices for West-East Reciprocal Learning
Susan M. Holloway, Shijing Xu, Simin Ma
Teaching and Teacher Education (2022) Vol. 122, pp. 103930-103930
Closed Access | Times Cited: 7
Susan M. Holloway, Shijing Xu, Simin Ma
Teaching and Teacher Education (2022) Vol. 122, pp. 103930-103930
Closed Access | Times Cited: 7
“I’m Trilingual – So What?”: Official French/English Bilingualism, Race, and French Language Teachers’ Linguistic Identities in Canada
Meike Wernicke
Canadian Modern Language Review/ La Revue canadienne des langues vivantes (2022) Vol. 78, Iss. 4, pp. 344-362
Closed Access | Times Cited: 6
Meike Wernicke
Canadian Modern Language Review/ La Revue canadienne des langues vivantes (2022) Vol. 78, Iss. 4, pp. 344-362
Closed Access | Times Cited: 6
The psychosocial work conditions and mental well-being of independent school heads in South Africa
Jozef Erasmus Breedt, Belinda Marais, Jon Patricios
SA Journal of Human Resource Management (2023) Vol. 26, Iss. 1
Open Access | Times Cited: 3
Jozef Erasmus Breedt, Belinda Marais, Jon Patricios
SA Journal of Human Resource Management (2023) Vol. 26, Iss. 1
Open Access | Times Cited: 3
Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case
Artemio Arturo Cortez Ochoa, Sally Thomas, Israel Moreno Salto
Assessment in Education Principles Policy and Practice (2023) Vol. 30, Iss. 3-4, pp. 273-301
Open Access | Times Cited: 2
Artemio Arturo Cortez Ochoa, Sally Thomas, Israel Moreno Salto
Assessment in Education Principles Policy and Practice (2023) Vol. 30, Iss. 3-4, pp. 273-301
Open Access | Times Cited: 2
Pre-Service Teachers’ Beliefs about Children’s Participation and Possibilities for Their Transformation during Initial Teacher Education
Sofia Avgitidou, Μαρία Καμπεζά, Konstantinos Karadimitriou, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 236-236
Open Access
Sofia Avgitidou, Μαρία Καμπεζά, Konstantinos Karadimitriou, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 236-236
Open Access
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
Nurit Chamo
Education Sciences (2024) Vol. 14, Iss. 5, pp. 459-459
Open Access
Nurit Chamo
Education Sciences (2024) Vol. 14, Iss. 5, pp. 459-459
Open Access
Pulling back the curtain: A practical, approachable, and pragmatic new book on teaching history through inquiry Developing historical thinkers: Supporting historical inquiry for all students , by Bruce Lesh, New York, NY, Teachers College Press, 2023, 295 pp., $39.95 (paperback), $120.00 (hardcover), $39.95 (ebook), ISBN: 9780807781937
William Waychunas
Theory & Research in Social Education (2024), pp. 1-3
Closed Access
William Waychunas
Theory & Research in Social Education (2024), pp. 1-3
Closed Access
