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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:

Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability
Janet Alsup
Springer eBooks (2018), pp. 13-23
Closed Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Learner Identity and Investment in EFL, EMI, and ESL Contexts: A Longitudinal Case Study of One Pre-Service Teacher
Yue Zhang, Jing Huang
Journal of Language Identity & Education (2024), pp. 1-14
Closed Access | Times Cited: 5
Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective
Jaber Kamali, Mostafa Nazari
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Open Access | Times Cited: 13
Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits
Anniina Holappa, Erkki T. Lassila, Sonja Lutovac, et al.
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 5, pp. 893-906
Open Access | Times Cited: 26
Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity
Chenchen Lü, Kathryn M. Obenchain, Yuxiao Zhang
Teaching and Teacher Education (2024) Vol. 145, pp. 104628-104628
Closed Access | Times Cited: 2
An Ecological Inquiry into Transnational English Language Teachers’ Emotional Vulnerability and Agency
Mostafa Nazari, Jaber Kamali
British Journal of Educational Studies (2024), pp. 1-22
Closed Access | Times Cited: 2
‘How come they struggle with such simple work?’: parents’ perceptions of language teacher identity and teaching practice
Chinh Duc Nguyen, John Trent, Thao Phuong Nguyen
Cambridge Journal of Education (2022) Vol. 53, Iss. 3, pp. 275-292
Closed Access | Times Cited: 10
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
Investing in and divesting from learning-to-teach practices: a critical ethnography of a teacher of English in China
Yue Zhang
Asia-Pacific Journal of Teacher Education (2024), pp. 1-19
Closed Access | Times Cited: 1
Inquiring pre-service teachers’ narratives on language policy and identity during their practicum.
Juan Carlos Montoya-López, Ayda Vanessa Mosquera-Andrade, Oscar Alberto Peláez Henao
HOW (2020) Vol. 27, Iss. 2, pp. 51-72
Open Access | Times Cited: 12
Understanding TEFL teacher identity: Agency, authority, and vulnerability
Mark Feng Teng
TESOL Journal (2020) Vol. 11, Iss. 3
Closed Access | Times Cited: 11
“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers
Alyssa Hadley Dunn, Ashley Moore, Mary L. Neville
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 9, pp. 1-36
Open Access | Times Cited: 10
Saudi Teachers’ Self-Efficacy in Implementing the Arabic Language Integrative Curriculum
Arwa Fahad Alfayez
Education Research International (2022) Vol. 2022, pp. 1-17
Open Access | Times Cited: 7
Liminality and the beginning teacher: strangers, frauds and dancing in the disequilibrium
Christopher T. McCaw
Cambridge Journal of Education (2020) Vol. 51, Iss. 3, pp. 395-409
Closed Access | Times Cited: 6
Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography
Muhammet Yaşar Yüzlü
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 3, pp. 650-663
Closed Access | Times Cited: 4
An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University
Lotta Jons, John Airey
Journal of Science Teacher Education (2023) Vol. 35, Iss. 1, pp. 5-23
Open Access | Times Cited: 2
Enacted identity: Broadening conceptions of teacher learning
Jen Munson
Mind Culture and Activity (2023) Vol. 30, Iss. 3-4, pp. 279-297
Closed Access | Times Cited: 2
Turbulence throughout teacher education: a case study of negotiating teacher identity
Katariina Stenberg, Katriina Maaranen, Eeva Kaisa Hyry‐Beihammer, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-13
Open Access
Teachers’ experiences of spirituality in Swiss secular high schools – an interpretative phenomenological analysis
Thomas Wartenweiler
Journal of Beliefs and Values (2021) Vol. 43, Iss. 4, pp. 414-429
Open Access | Times Cited: 4
The Role of Collegiality in the Process of Teacher Development
Kateřina Juklová, Jitka Kaplanová, Jindra Vondroušová, et al.
The European Journal of Social & Behavioural Sciences (2024) Vol. 33, Iss. 1, pp. 33-47
Open Access
Meeting the musician-teacher halfway: a Baradian perspective on identity research in music education
Ryan Matthew Lewis
Music Education Research (2024) Vol. 26, Iss. 3, pp. 318-333
Open Access
A Review of the Evolution of Preschool Teacher Authority
Jie Du, Jinjin Niu
Applied & Educational Psychology (2024) Vol. 5, Iss. 3
Open Access
‘And then on to the next school to mess things up’: deconstruction events in a preservice teacher’s field experience
Jessica Cira Rubin
International Journal of Qualitative Studies in Education (2018) Vol. 31, Iss. 10, pp. 950-970
Closed Access | Times Cited: 3
STRENGTHENING TEACHER IDENTITY AND PROFESSIONALISM AS A WAY TO INCREASE THE APPEAL AND STATUS OF TEACHING PROFESSION
Ирина Иванова
Studies in Linguistics Culture and FLT (2017) Vol. 06, pp. 33-47
Open Access | Times Cited: 3
Contemplative practices and teacher professional becoming
Christopher T. McCaw
Educational Review (2023), pp. 1-29
Open Access | Times Cited: 1
Teacher Identity and Bullying—Perspectives from Teachers During Bullying Prevention Professional Development
Anne Drescher, Tracey Kenyon Milarsky, Graceson Clements, et al.
International Journal of Bullying Prevention (2023) Vol. 6, Iss. 3, pp. 355-369
Closed Access | Times Cited: 1
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