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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:

An Examination of Turkish Early Childhood Teachers’ Challenges in Implementing Pedagogical Documentation
Arif Yılmaz, Figen Şahin, Mehmet Buldu, et al.
Early Childhood Education Journal (2020) Vol. 49, Iss. 6, pp. 1047-1059
Closed Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

The effects of pedagogical documentation on preschool teachers’ classroom management skills
Merve Gangal, Arif Yılmaz
Teaching and Teacher Education (2023) Vol. 133, pp. 104289-104289
Closed Access | Times Cited: 8
Changes in Early Childhood Teachers’ Assessment Practices: Positioning Pedagogical Documentation
Elif Buldu, Refika Olgan
TED EĞİTİM VE BİLİM (2021)
Open Access | Times Cited: 18
Leveling up to honour ethical relationality: pedagogical documentation as methodological entanglement
Margaret MacDonald
Education Inquiry (2024), pp. 1-13
Open Access | Times Cited: 1
‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review
Mi Song Kim, Fengcaho Yu
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 2
The Role of Pedagogical Documentation in Early Childhood Education in Indonesia
Siti Zaenab
Journal of Ethnic and Cultural Studies (2022) Vol. 9, Iss. 3, pp. 194-211
Open Access | Times Cited: 3
10. Tenke-se som metode i observasjon: med den blinde flekk som refleksjonspartner
Jorunn Spord Borgen, Gunn Engelsrud
Universitetsforlaget eBooks (2024), pp. 170-185
Closed Access
Observation as a professional tool for early childhood teachers’ inquiry habit of mind : an interpretative phenomenological study
Gamze Nur İnönü, Sema Çelebi, Meryem Gülhan, et al.
European Early Childhood Education Research Journal (2024), pp. 1-14
Closed Access
References

Emerald Publishing Limited eBooks (2024), pp. 221-273
Closed Access
Promoting Teaching and Learning Through Research-Informed Professional Development: The Leadership for Learning Programme in Australia and China
Iram Siraj, Runke Huang
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1299-1299
Open Access
On investigating phenomena without losing sight of them: The dialectics of observation and the phenomenological gaze in a kindergarten setting
Jorunn Spord Borgen, Gunn Engelsrud
International Journal of Social Research Methodology (2023) Vol. 27, Iss. 5, pp. 491-500
Closed Access | Times Cited: 1
A Critical Point About Early Childhood Assessments: Validity and Reliability Issues in Teachers’ Formative Assessment
Elif Buldu, Çağla Öneren Şendil
Yaşadıkça Eğitim (2023) Vol. 37, Iss. 1, pp. 253-268
Open Access
ERKEN ÇOCUKLUK EĞİTİMİNDE ÇOCUĞU TANIMA VE DEĞERLENDİRMEYE YÖNELİK ARAŞTIRMALARIN İNCELENMESİ
Belkıs Tekmen, Tuğba AKGÖK KARACA
Tarih okulu (2023) Vol. LXV, Iss. LXV, pp. 1431-1458
Open Access
The Implementation of Money Grant Program to Customary Villages and Community Groups From Good Governance Perspective: Case Study in Badung Regency
I Nyoman Adi Wiratma, A.A.N. Oka Suryadinatha Gorda
TRANSFORMASI Jurnal Manajemen Pemerintahan (2020), pp. 106-124
Open Access

I Nyoman, Adi Wiratma, A Oka, et al.
TRANSFORMASI Jurnal Manajemen Pemerintahan (2020)
Open Access
Sustainability of early childhood education inspired by the Reggio Emilia Approach during the emergency times: A phenomenographic research
Hatice Zeynep İnan
International Journal on Lifelong Education and Leadership (2022) Vol. 8, Iss. 1, pp. 36-48
Open Access
FORMAÇÃO DE PROFESSORES PARA O ENSINO DE CIÊNCIAS: um desafio que começa na formação inicial na licenciatura em pedagogia
Ariane Cristina Bittencourt Zonta
Texto e contexto editora eBooks (2022), pp. 29-38
Open Access
A RELAÇÃO ENTRE A INFÂNCIA E A DOCÊNCIA NA EDUCAÇÃO INFANTIL: REFLEXÕES SOBRE A DOCUMENTAÇÃO PEDAGÓGICA
Tamara Juliana Pereira Andrade, José Roberto Herrera Cantorani
Texto e contexto editora eBooks (2022), pp. 103-118
Open Access
O IMPACTO DO LOCUS DA FORMAÇÃO DOCENTE EM CONTEXTO, NUM ENFOQUE CTS – CIÊNCIA, TECNOLOGIA E SOCIEDADE PARA UMA PRÁXIS SIGNIFICATIVA
Elka Gisela Padilha, Rosemari Monteiro Castilho Foggiatto Silveira
Texto e contexto editora eBooks (2022), pp. 72-88
Open Access
FORMAÇÃO DOS PROFESSORES DE EDUCAÇÃO INFANTIL EM TEMPOS DE PANDEMIA: NECESSIDADES DA UTILIZAÇÃO DE NOVAS TECNOLOGIAS
Milayni Angélica Macedo Rosa Reifur
Texto e contexto editora eBooks (2022), pp. 119-126
Open Access
FORMAÇÃO CONTINUADA COM ENFOQUE CIÊNCIA-TECNOLOGIA-SOCIEDADE PARA DOCENTES DE ENFERMAGEM
Lidia Dalgallo, Rosemari Monteiro Castilho Fogiatto Silveira
Texto e contexto editora eBooks (2022), pp. 87-102
Open Access
OS OBSTÁCULOS EPISTEMOLÓGICOS DE GASTON BACHELARD E A VIOLÊNCIA INFANTIL: reflexões por meio de uma proposta interdisciplinar na formação de professores
Alexandre Araújo Costa, Daiane Regina Bandeira Kapp, João Paulo Aires, et al.
Texto e contexto editora eBooks (2022), pp. 151-167
Open Access
UN ANÁLISIS DE LA FORMACIÓN INICIAL DEL FUTURO PROFESOR DE LENGUA ESPAÑOLA
Daniela Toņdini, Eloiza Ap. Silva Ávila de Matos, Lia Maris Orth Ritter Antiqueira
Texto e contexto editora eBooks (2022), pp. 213-221
Open Access
POSSÍVEIS DIÁLOGOS SOBRE EPISTEMOLOGIA DA FORMAÇÃO DE PROFESSORES E PRÁTICA PEDAGÓGICA: análise de uma disciplina
Simone Terezinha Grossklaus, Natalie Alana Pedroso, Camila Juraszeck Machado, et al.
Texto e contexto editora eBooks (2022), pp. 222-241
Open Access
ANÁLISE SOBRE A PERSPECTIVA HISTÓRICA DOS DIREITOS DA CRIANÇA E DO ADOLESCENTE E AS MUDANÇAS REQUERIDAS NA FORMAÇÃO DO DOCENTE
Eliziane Ribeiro Valigura, Eliane Maria Morriesen
Texto e contexto editora eBooks (2022), pp. 139-150
Open Access
REFLEXÕES SOBRE A FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO DO CAMPO
Rosangela Maria Conti Karvouski, Juliane Retko Urban, Antônio Carlos Frasson, et al.
Texto e contexto editora eBooks (2022), pp. 201-212
Open Access
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