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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:

Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity
Mahsa Izadinia
Springer eBooks (2018), pp. 109-119
Closed Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Preservice teachers as curriculum deliverers or curriculum-makers? Exploring curriculum-making conceptions and opportunities in professional experiences
P. R. Poulton
The Australian Educational Researcher (2025)
Open Access
Future curriculum‐makers: The role of professional experience placements as sites of learning about curriculum‐making for preservice teachers
P. R. Poulton, Claire Golledge
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 652-672
Open Access | Times Cited: 4
Identity and digital equity: Reflections on a university educational technology course
Katherine McLay, Vicente Reyes
Australasian Journal of Educational Technology (2019) Vol. 35, Iss. 6, pp. 15-29
Open Access | Times Cited: 30
Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers
Aplonia Nelci Ke Lomi, Concilianus Laos Mbato
Journal of English Education and Teaching (2020) Vol. 4, Iss. 1, pp. 1-19
Open Access | Times Cited: 27
School principals and leadership identity: A thematic exploration of the literature
Cristina Cruz González, Jesús Domingo Segovia, Carmen Lucena Rodríguez
Educational Research (2019) Vol. 61, Iss. 3, pp. 319-336
Closed Access | Times Cited: 20
“I as a practicum mentor”: identities of mentors of student teachers
Consuelo García, Antoni Badia
Mentoring & Tutoring Partnership in Learning (2023) Vol. 31, Iss. 3, pp. 335-351
Closed Access | Times Cited: 5
Teacher identity as inquirer: voices of teacher educators
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 140-158
Closed Access | Times Cited: 12
Constructivist Mentor: Influence of Mentor Teachers on Mentees
Benjamin Damoah, Xolani Kkalo
Journal for Educators Teachers and Trainers (2024) Vol. 15, Iss. 1
Open Access | Times Cited: 1
Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum
Marios Koukounaras Liagkis, Evdokia Karavas, Μανώλης Παπαϊωάννου
International Journal of Mentoring and Coaching in Education (2024) Vol. 13, Iss. 3, pp. 295-312
Closed Access | Times Cited: 1
Promoting pre-service teacher development through intervention-based action research
Jean Kaya, Alba Olaya León
Learning Research and Practice (2024), pp. 1-17
Closed Access | Times Cited: 1
I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
Journal for the Study of Education and Development Infancia y Aprendizaje (2020) Vol. 44, Iss. 3, pp. 586-622
Closed Access | Times Cited: 10
Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies
Jose Argo Tanore, Listyani Listyani
Lensa Kajian Kebahasaan Kesusastraan dan Budaya (2023) Vol. 13, Iss. 2, pp. 224-224
Open Access | Times Cited: 3
Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers
Genejane Adarlo, Mary Francis Therese Pelias
Asia-Pacific Journal of Teacher Education (2020) Vol. 49, Iss. 2, pp. 177-202
Closed Access | Times Cited: 5
Teacher Candidates’ Perception of Their First Week School Placement: Comparison Between Online and Face-To-Face Practicum Learnings and Challenges
Laila Mohebi, Areej ElSayary, Lawrence Meda
Perspectives of science and education (2022) Vol. 60, Iss. 6, pp. 598-611
Open Access | Times Cited: 3
Mentoring student teachers during practicum: exploring experiences and limitations
Hawa Mpate
Qualitative Research Journal (2024)
Closed Access
Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum
Crista Weise, Paulina Rojos Sasso
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 768-795
Closed Access
Mentoring for school-based teacher education
Ieva Margeviča-Grīnberga, Indra Odiņa
Cypriot Journal of Educational Sciences (2021) Vol. 16, Iss. 5, pp. 2389-2401
Open Access | Times Cited: 4
Flashbacks of Present English Mentors on Their Previous Mentoring Program Experiences
Liva Adil, Adil Liva
International Journal of Social Sciences and Educational Studies (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 1
Η χρήση αφηγήσεων στην αξιολόγηση αποτελεσμάτων της εκπαίδευσης των υποψηφίων εκπαιδευτικών - Η τεχνική της «πιο σημαντικής αλλαγής»
Marios Koukounaras Liagkis, Μανώλης Παπαϊωάννου
Έρευνα στην Εκπαίδευση (2023) Vol. 12, Iss. 1, pp. 98-117
Open Access | Times Cited: 1
Öğretmen Mesleki Kimliğini Anlamak: İngilizce Öğretmen Adaylarının Görüşleri
Hanife Taşdemir, Gölge Seferoğlu
Bartın University Journal of Faculty of Education (2022) Vol. 11, Iss. 3, pp. 702-717
Open Access | Times Cited: 2
Student teachers’ positioning with regard to their key learning experiences in the first practicum
Mireia Giralt-Romeu, Eva Liesa, Paula Mayoral, et al.
Quaderns de Psicologia (2020) Vol. 22, Iss. 2, pp. 1570-1570
Open Access | Times Cited: 2
H σχέση με τον/την μέντορα και η αυτο-αποτελεσματικότητα των φοιτητών/φοιτητριών του Τμήματος Θεολογίας Αθήνας στην πρακτική άσκηση στο σχολείο
Marios Koukounaras Liagkis, Μανώλης Παπαϊωάννου, Ελένη-Άννα Αποστολάκη
Έρευνα στην Εκπαίδευση (2021) Vol. 10, Iss. 1, pp. 229-229
Open Access | Times Cited: 1
The expectations-reality dissonance in student teaching: a discourse analysis of one pre-service teacher’s perspective
Jean Kaya
Educational Linguistics (2023) Vol. 2, Iss. 1, pp. 29-50
Open Access
Mentoring for Professional Identity Construction in EFL Pre-Service Teacher Education
Ayşe Kızıldağ
Advances in higher education and professional development book series (2023), pp. 95-119
Closed Access
The Impact of Virtual Field Experience during COVID 19 on Preservice English Language Teachers’ Classroom Management Perceptions and Concerns
Ertan ALTINSOY
JET (Journal of English Teaching) (2023) Vol. 9, Iss. 1, pp. 14-27
Open Access
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