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:
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs
Selda Aras
Systemic Practice and Action Research (2020) Vol. 34, Iss. 2, pp. 153-168
Closed Access | Times Cited: 14
Selda Aras
Systemic Practice and Action Research (2020) Vol. 34, Iss. 2, pp. 153-168
Closed Access | Times Cited: 14
Showing 14 citing articles:
Optimizing Elementary School Education through the Implementation of Karawitan-Based Learning Grounded in Local Wisdom
Fitri Aningrum, Vanessa Marie Aliazas, Sol Kim
Journal of Basic Education Research (2024) Vol. 5, Iss. 1, pp. 40-47
Open Access | Times Cited: 4
Fitri Aningrum, Vanessa Marie Aliazas, Sol Kim
Journal of Basic Education Research (2024) Vol. 5, Iss. 1, pp. 40-47
Open Access | Times Cited: 4
Development of research skills through research-focused microteaching lesson study in preservice teacher education
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 3
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 3
Erken Çocukluk Öğretmen Eğitimine İlişkin Bibliyometrik bir Analiz: Eğilimler, Öncelikler ve Araştırma Boşlukları
Yunus TUNÇ, Osman Tayyar Çelik, Servet Atik, et al.
İnönü Üniversitesi Eğitim Fakültesi Dergisi (2023) Vol. 24, Iss. 2, pp. 917-937
Open Access | Times Cited: 2
Yunus TUNÇ, Osman Tayyar Çelik, Servet Atik, et al.
İnönü Üniversitesi Eğitim Fakültesi Dergisi (2023) Vol. 24, Iss. 2, pp. 917-937
Open Access | Times Cited: 2
Mathematics Teachers’ Use of WhatsApp Groups as a Platform for Continuous Professional Development in Tanzania
Jimmy Ezekiel Kihwele, Fred Mgata
African Journal of Teacher Education (2022) Vol. 11, Iss. 1, pp. 121-142
Open Access | Times Cited: 3
Jimmy Ezekiel Kihwele, Fred Mgata
African Journal of Teacher Education (2022) Vol. 11, Iss. 1, pp. 121-142
Open Access | Times Cited: 3
An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers*
Zehra Saadet Fırat, F. Çağlayan Dinçer
Systemic Practice and Action Research (2024)
Closed Access
Zehra Saadet Fırat, F. Çağlayan Dinçer
Systemic Practice and Action Research (2024)
Closed Access
Understanding how pre-service science teachers design inquiry-based activities in a knowledge integration (KI) based collaborative learning environment: a network analytic approach
Taotao Long, Zhixia Zheng, Yufang Shi, et al.
Educational Technology Research and Development (2024)
Closed Access
Taotao Long, Zhixia Zheng, Yufang Shi, et al.
Educational Technology Research and Development (2024)
Closed Access
Initial teacher preparation program in Saudi Arabia: history and framework for transformation toward a new era
Mashael Alharbi, Ibrahim Albidewi
Frontiers in Education (2024) Vol. 9
Open Access
Mashael Alharbi, Ibrahim Albidewi
Frontiers in Education (2024) Vol. 9
Open Access
A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions
Eda Ceylan, İrem Çomoğlu
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2022), Iss. 54, pp. 1314-1328
Open Access | Times Cited: 2
Eda Ceylan, İrem Çomoğlu
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2022), Iss. 54, pp. 1314-1328
Open Access | Times Cited: 2
How Does Action Research Influence on the Professional Development of University Teachers in China?
Yue Qin
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2022), pp. 3632-3638
Open Access | Times Cited: 1
Yue Qin
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2022), pp. 3632-3638
Open Access | Times Cited: 1
Toward a Social Justice Emphasis in Preservice Teachers’ Inquiries in Small Liberal Arts Contexts
Lucy Mule
Journal of Practitioner Research (2023) Vol. 8, Iss. 1
Open Access
Lucy Mule
Journal of Practitioner Research (2023) Vol. 8, Iss. 1
Open Access
The Effect of Educational Background on Iranian EFL Teachers' Beliefs about Action Research
Vahid Rahmani Doqaruni
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 1, pp. 354-363
Open Access
Vahid Rahmani Doqaruni
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 1, pp. 354-363
Open Access
The Contribution of Educational Research Course towards Teachers Professional Development
Jimmy Ezekiel Kihwele
Journal of Adult Education in Tanzania (2022) Vol. 24, Iss. 1, pp. 138-160
Open Access
Jimmy Ezekiel Kihwele
Journal of Adult Education in Tanzania (2022) Vol. 24, Iss. 1, pp. 138-160
Open Access
El prácticum RIECU a evaluación. De la innovación a la investigación educativa como herramienta para transformar la práctica.
Rosario Mérida Serrano, María Elena González Alfaya, María de los Ángeles Olivares-García, et al.
Revista Investigación en la Escuela (2021) Vol. 105, Iss. 105, pp. 11-23
Open Access
Rosario Mérida Serrano, María Elena González Alfaya, María de los Ángeles Olivares-García, et al.
Revista Investigación en la Escuela (2021) Vol. 105, Iss. 105, pp. 11-23
Open Access
Miedo a innovar. Las competencias docentes como ejes de sentido.
Gonzalo Maldonado-Ruíz, Noemí Peña-Trapero, Ma José Serván-Núñez, et al.
Revista Investigación en la Escuela (2021) Vol. 105, Iss. 105, pp. 25-37
Open Access
Gonzalo Maldonado-Ruíz, Noemí Peña-Trapero, Ma José Serván-Núñez, et al.
Revista Investigación en la Escuela (2021) Vol. 105, Iss. 105, pp. 25-37
Open Access
