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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:

Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions
Pertti Kansanen
Springer eBooks (2013), pp. 279-292
Closed Access | Times Cited: 60

Showing 1-25 of 60 citing articles:

Teacher Education Curriculum
María Assunção Flores
Springer eBooks (2016), pp. 187-230
Closed Access | Times Cited: 138
Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education
Mikko Puustinen, Janne Säntti, Anna Koski, et al.
Teaching and Teacher Education (2018) Vol. 74, pp. 170-179
Open Access | Times Cited: 86
Developing research literacy in teacher education
Ove Gunnar Drageset, Kari-Anne Sæther, Fiona Ell
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-14
Closed Access
The rhetoric of the ‘digital leap’ in Finnish educational policy documents
Antti Saari, Janne Säntti
European Educational Research Journal (2017) Vol. 17, Iss. 3, pp. 442-457
Open Access | Times Cited: 54
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Yanling Cao, Liisa Postareff, Sari Lindblom‐Ylänne, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 171-198
Open Access | Times Cited: 35
The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives
Tove Anita Fiskum, Kirsti Marie Jegstad, Jessica Aspfors, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Explicit and implicit perspectives on research-based teacher education: newly qualified teachers’ experiences in Finland
Jessica Aspfors, Gunilla Eklund
Journal of Education for Teaching International Research and Pedagogy (2017) Vol. 43, Iss. 4, pp. 400-413
Closed Access | Times Cited: 46
Student-teachers’ strategies in classroom interaction in the context of the teaching practicum
Lauri Heikonen, Auli Toom, Kirsi Pyhältö, et al.
Journal of Education for Teaching International Research and Pedagogy (2017) Vol. 43, Iss. 5, pp. 534-549
Open Access | Times Cited: 46
Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway
Rachel Jakhelln, Gunilla Eklund, Jessica Aspfors, et al.
Scandinavian Journal of Educational Research (2019) Vol. 65, Iss. 1, pp. 123-139
Open Access | Times Cited: 31
A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching
Sarah Gravett, Nadine Petersen, Sarita Ramsaroop
Frontiers in Education (2019) Vol. 3
Open Access | Times Cited: 30
Epistemic agency in student teachers’ engagement with research skills
Mirva Heikkilä, Hege Hermansen, Tuike Iiskala, et al.
Teaching in Higher Education (2020) Vol. 28, Iss. 3, pp. 455-472
Open Access | Times Cited: 30
Tension Patterns in Finnish Teacher Education – Recruitment, Reform and Relevance
Sven‐Erik Hansén, Jari Lavonen, Jan Sjöberg, et al.
Evaluating education: Normative systems and institutional practices (2023), pp. 159-174
Open Access | Times Cited: 9
Educational expertise: the concept of ‘mind frames’ as an integrative model for professionalisation in teaching
Klaus Zierer
Oxford Review of Education (2015) Vol. 41, Iss. 6, pp. 782-798
Closed Access | Times Cited: 26
Voices of student teachers' professional agency at the intersection of theory and practice
Mirva Heikkilä, Tuike Iiskala, Mirjamaija Mikkilä‐Erdmann
Learning Culture and Social Interaction (2020) Vol. 25, pp. 100405-100405
Closed Access | Times Cited: 23
Becoming a teacher: Research on the work-integrated learning of student teachers
Carolina Botha, Lettie Botha, Byron Bunt, et al.
NWU self-directed learning series (2020)
Open Access | Times Cited: 21
Becoming a special educator – Finnish and Swedish students’ views on their future professions
Marjatta Takala, Kim Wickman, Lotta Uusitalo‐Malmivaara, et al.
Education Inquiry (2015) Vol. 6, Iss. 1, pp. 24329-24329
Open Access | Times Cited: 22
Exploring the research-based approach of academic classroom teachers in Finland
Anna Koski, Mikko Puustinen, Janne Säntti, et al.
Teachers and Teaching (2023) Vol. 29, Iss. 7-8, pp. 833-849
Closed Access | Times Cited: 6
Profesjonalisering av lærerutdanning og kamp om fag og faglighet: et personlig essay om norskdidaktikk og lærerutdanning
J.Th. de Smidt
(2023), pp. 157-190
Open Access | Times Cited: 6
Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs
Stefan Klemenz, Johannes König, Niclas Schaper
Educational Assessment Evaluation and Accountability (2019) Vol. 31, Iss. 2, pp. 221-249
Closed Access | Times Cited: 18
Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education
Gunilla Eklund, Jessica Aspfors, Sven‐Erik Hansén
Nordisk tidsskrift for utdanning og praksis (2019) Vol. 13, Iss. 2, pp. 76-92
Open Access | Times Cited: 18
Student teachers’ experiences of action research-based projects: two cases within pre-service teacher education in Finland
Marina Bendtsen, Gunilla Eklund, Liselott Forsman, et al.
Educational Action Research (2019) Vol. 29, Iss. 5, pp. 707-721
Open Access | Times Cited: 17
The potential of teaching schools in enabling student teacher learning for the teaching profession
Sarita Ramsaroop, Sarah Gravett
Journal of Curriculum Studies (2017) Vol. 49, Iss. 6, pp. 848-865
Closed Access | Times Cited: 16
Integrating research into the practicum: inquiring into inquiry-based professional development in post-Bologna Initial Teacher Education in Portugal
María Assunção Flores, Flávia Vieira, José Luís Coelho da Silva, et al.
Nova Science Publishers eBooks (2016)
Closed Access | Times Cited: 15
How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?
E Liyuan, Auli Toom, Jenni Sullanmaa, et al.
Learning Research and Practice (2022) Vol. 8, Iss. 2, pp. 169-190
Open Access | Times Cited: 8
Formar professores para os desafios profissionais futuros
Paula Batista
Educação Sociedade & Culturas (2024), Iss. 67, pp. 1-20
Open Access | Times Cited: 1
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