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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 Candidates as Researchers
Shawn Michael Bullock
Springer eBooks (2016), pp. 379-403
Closed Access | Times Cited: 19

Showing 19 citing articles:

Making transparent the challenges of developing a practice-based pedagogy of teacher education
Megan Madigan Peercy, Francis John Troyan
Teaching and Teacher Education (2016) Vol. 61, pp. 26-36
Closed Access | Times Cited: 125
Connecting research and professionalism in teacher education
Ian Menter, María Assunção Flores
European Journal of Teacher Education (2020) Vol. 44, Iss. 1, pp. 115-127
Open Access | Times Cited: 61
Action research as a methodology for professional development in leading an educational process
Ilana Ronen
Studies In Educational Evaluation (2019) Vol. 64, pp. 100826-100826
Closed Access | Times Cited: 31
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices
Beverley Goldshaft, Ela Sjølie
Professional Development in Education (2024) Vol. 50, Iss. 3, pp. 533-550
Open Access | Times Cited: 3
Inquiry-based professional learning in the practicum: Potential and shortcomings
Flávia Vieira, María Assunção Flores, José Luís Coelho da Silva, et al.
Teaching and Teacher Education (2021) Vol. 105, pp. 103429-103429
Open Access | Times Cited: 16
Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning
Íris Susana Pires Pereira, Eva Maria Lopes Fernandes, Ana Cristina Braga, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 6-34
Closed Access | Times Cited: 10
Lehrpersonenkompetenz im Spannungsfeld von Wissen und Können
Georg Hans Neuweg
Springer eBooks (2022), pp. 1287-1307
Closed Access | Times Cited: 6
Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
Tone M. Eriksen, Lisbeth M. Brevik
Springer eBooks (2023), pp. 231-256
Closed Access | Times Cited: 3
Investigating the education of preservice teachers for inclusive education: meta-ethnography
David Pérez-Castejón, María Begoña Vigo Arrázola
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 178-195
Closed Access | Times Cited: 6
Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
Tone M. Eriksen, Lisbeth M. Brevik
Springer eBooks (2022), pp. 1-26
Closed Access | Times Cited: 4
Lehrerkompetenz im Spannungsfeld von Wissen und Können
Georg Hans Neuweg
Springer eBooks (2021), pp. 1-21
Closed Access | Times Cited: 5
Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges
María Assunção Flores
(2021), pp. 141-157
Closed Access | Times Cited: 5
Research competence in initial teacher education: Perceptions, orientations, and suggestions
Fatma Gümüşok, Gülden Taner, Gözde Balıkçı
Turkish Journal of Education (2024), pp. 74-91
Open Access
Research-Based Learning for Pre-Service Teachers’ Meta-Reflexivity: Insights from English Language Teacher Education in Turkey
İrem Çomoğlu, Eda Ceylan, Kenan Dikilitaş, et al.
(2024)
Closed Access
Hybrid language as a tool for enhancing involvement in learning a biochemistry process: a self-study
Ilana Ronen, Dana Sachyani
International Journal of Science Education (2023) Vol. 45, Iss. 1, pp. 1-21
Closed Access | Times Cited: 1
Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context
María Assunção Flores
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 90-104
Open Access | Times Cited: 1
Postgraduate Research as a Vehicle for (Trans)forming Teachers’ Professional Development: Opportunities and Challenges
Marta Kowalczuk‐Walędziak, Amélia Lopes, Isabel Menezes
Springer eBooks (2022), pp. 1-24
Closed Access | Times Cited: 1
Primary English teacher education in Portugal: an exploratory study
Flávia Vieira, Sandie Mourão, Ana Isabel Andrade, et al.
European Journal of Teacher Education (2022), pp. 1-20
Open Access | Times Cited: 1
Postgraduate Research as a Vehicle for (Trans)forming Teachers’ Professional Development: Opportunities and Challenges
Marta Kowalczuk‐Walędziak, Amélia Lopes, Isabel Menezes
Springer eBooks (2023), pp. 575-598
Closed Access
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