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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:

Developing an Understanding of Teacher Education
John Loughran, Mary Lynn Hamilton
Springer eBooks (2016), pp. 3-22
Closed Access | Times Cited: 73

Showing 1-25 of 73 citing articles:

The professional development of higher education-based teacher educators: needs and realities
Ann MacPhail, Marit Ulvik, Ainat Guberman, et al.
Professional Development in Education (2018) Vol. 45, Iss. 5, pp. 848-861
Open Access | Times Cited: 144
The Future of Embodied Design for Mathematics Teaching and Learning
Dor Abrahamson, Mitchell J. Nathan, Caroline Williams, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 117
Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification
Nathan Moyo
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 46, Iss. 4, pp. 536-545
Closed Access | Times Cited: 61
Learning communities and physical education professional development: A scoping review
Melissa Parker, Kevin Patton, Luiza Lana Gonçalves, et al.
European Physical Education Review (2021) Vol. 28, Iss. 2, pp. 500-518
Open Access | Times Cited: 40
How and why teachers use social networks for professional learning
Paula Marcelo-Martínez, Carmen Yot‐Domínguez, Carlos Marcelo García
Teacher Development (2024) Vol. 28, Iss. 3, pp. 317-329
Closed Access | Times Cited: 5
Supporting student teachers’ reflection as a paradigm shift process
Petr Svojanovský
Teaching and Teacher Education (2017) Vol. 66, pp. 338-348
Closed Access | Times Cited: 53
Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career
Xianhan Huang, John Chi‐Kin Lee, Anne C. Frenzel
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 40
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
Mats Hordvik, Tim Fletcher, Anders Lund Hage Haugen, et al.
Teaching and Teacher Education (2021) Vol. 101, pp. 103318-103318
Open Access | Times Cited: 38
Professional Development Activities and Teacher Performance
Gengen G. Padillo, Ramil P. Manguilimotan, Reylan G. Capuno, et al.
International Journal of Education and Practice (2021) Vol. 9, Iss. 3, pp. 497-506
Open Access | Times Cited: 32
Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world
María Assunção Flores, Cheryl J. Craig
European Journal of Teacher Education (2023) Vol. 46, Iss. 5, pp. 772-788
Closed Access | Times Cited: 12
Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project
Leonie Rowan, Jodie Kline, Diane Mayer
˜The œAustralian journal of teacher education (2017) Vol. 42, Iss. 10, pp. 71-92
Open Access | Times Cited: 39
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
Redes Sociales en Educación Superior
Nicolás Cendrero Ramos, Jesús Valverde Berrocoso
IJERI International Journal of Educational Research and Innovation (2024), Iss. 21
Open Access | Times Cited: 3
Implications of the University of South Africa's (UNISA) shift to Open Distance e-Learning on Teacher Education
Sindile Nqubane-Mokiwa
˜The œAustralian journal of teacher education (2017) Vol. 42, Iss. 9, pp. 111-124
Open Access | Times Cited: 30
Learning-centered lesson design and learning about teaching in a pre-service teacher education course
Sarah Gravett, Dean van der Merwe
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 8
Competence-based teacher education programmes: Transitioning towards a paradigm shift or preserving the traditional?
Fjolla Kaçaniku
Tuning Journal for Higher Education (2024) Vol. 11, Iss. 2, pp. 117-161
Open Access | Times Cited: 2
Studying the Effectiveness of Teacher Education
Diane Mayer, Mary Dixon, Jodie Kline, et al.
Springer eBooks (2017), pp. 13-26
Closed Access | Times Cited: 23
Enabling the development of student teacher professional identity through vicarious learning during an educational excursion
Karen Steenekamp, Martyn van der Merwe, Aygul Salieva Mehmedova
South African Journal of Education (2018) Vol. 38, Iss. 1, pp. 1-8
Open Access | Times Cited: 22
‘You need to be flexible normally, and here, even more flexible’: teaching academics’ experiences and perceptions of Covid-19 disruptions to teaching, learning, and assessment
Melissah Thomas, Zali Yager, Helen Widdop Quinton
Journal of Further and Higher Education (2022) Vol. 47, Iss. 2, pp. 215-228
Open Access | Times Cited: 11
Rethinking the Concept of Teacher Education: A Problematization and Critique of Current Policies and Practices
Denise Mifsud
Teacher education, learning innovation and accountability (2023), pp. 1-23
Closed Access | Times Cited: 6
Displaced academics: intended and unintended consequences of the changing landscape of teacher education
Clare Kosnik, Lydia Menna, Pooja Dharamshi
European Journal of Teacher Education (2020) Vol. 45, Iss. 1, pp. 127-149
Closed Access | Times Cited: 16
A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development
Toru Kawai
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 15
Professional Development of Teacher Trainers: The Role of Teaching Skills and Knowledge
Hang Su, Jialin Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education
Ingrid Helleve, Marit Ulvik
European Journal of Teacher Education (2019) Vol. 42, Iss. 2, pp. 228-242
Open Access | Times Cited: 16
Espacios de afinidad docente en Twitter
Paula Marcelo-Martínez, Carlos Marcelo García
Revista de Educación a Distancia (RED) (2022) Vol. 22, Iss. 70
Open Access | Times Cited: 8
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