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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:

Pädagogisches Wissen versus fachdidaktisches Wissen?
Johannes König, Jörg Doll, Nils Buchholtz, et al.
Zeitschrift für Erziehungswissenschaft (2017) Vol. 21, Iss. 3, pp. 1-38
Open Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education
Johannes König, Albert Bremerich-Vos, Christiane Buchholtz, et al.
European Journal of Teacher Education (2019) Vol. 43, Iss. 2, pp. 131-150
Open Access | Times Cited: 82
Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers
Jessica Trixa, Kai Kaspar
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 12
Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice
Johannes König, Rudy Ligtvoet, Stefan Klemenz, et al.
Teachers and Teaching (2024), pp. 1-19
Open Access | Times Cited: 6
Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter?
Nina Glutsch, Johannes König
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 45, Iss. 5, pp. 494-510
Closed Access | Times Cited: 52
Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education
Frank Reichert, Dirk Lange, Leo Chow
Teaching and Teacher Education (2020) Vol. 98, pp. 103248-103248
Closed Access | Times Cited: 46
Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change
Finja Grospietsch, Jürgen Mayer
Education Sciences (2018) Vol. 8, Iss. 3, pp. 120-120
Open Access | Times Cited: 42
Pedagogical Content Knowledge and Subject Didactics – An Intercontinental Dialogue?
Helmut Johannes Vollmer, Kirsti Klette
Transdisciplinary perspectives in educational research (2023), pp. 17-33
Closed Access | Times Cited: 9
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Meg Farrell, Monika Martin, Alexander Renkl, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
Effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on content knowledge and pedagogical knowledge
Steffen Tröbst, Thilo Kleickmann, Fien Depaepe, et al.
Unterrichtswissenschaft (2019) Vol. 47, Iss. 1, pp. 79-97
Open Access | Times Cited: 19
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
German University Students’ Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions
Thomas Hoss, Amancay Ancina, Kai Kaspar
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
The Professional Development of Mathematics Teachers
Björn Schwarz, Gabriele Kaiser
ICME-13 monographs (2019), pp. 325-343
Open Access | Times Cited: 15
Towards measuring teachers’ general pedagogical knowledge – A mixed method investigation of a pilot test
Liina Malva, Äli Leijen, Aleksandar Baucal
Studies In Educational Evaluation (2019) Vol. 64, pp. 100815-100815
Closed Access | Times Cited: 14
Der Einfluss universitärer Lerngelegenheiten auf das pädagogische Wissen von Lehramtsstudierenden
Sarantis Tachtsoglou, Johannes König
Zeitschrift für Bildungsforschung (2017) Vol. 7, Iss. 3, pp. 291-310
Closed Access | Times Cited: 13
Unterrichtsplanungskompetenz von (angehenden) Deutschlehrkräften der Sekundarstufe: Testkonstruktion und Validierung
Johannes König, Franca Cammann, Albert Bremerich-Vos, et al.
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 4, pp. 869-894
Open Access | Times Cited: 8
Mathematics teachers’ professional noticing: Transfer of a video-based competence assessment instrument into teacher education for evaluation purposes
Jonas Weyers, Johannes König, Benjamin Rott, et al.
Zeitschrift für Erziehungswissenschaft (2023) Vol. 26, Iss. 3, pp. 627-652
Open Access | Times Cited: 4
Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study
Thorsten Scheiner, Nils Buchholtz, Gabriele Kaiser
Journal of Mathematics Teacher Education (2023)
Open Access | Times Cited: 4
Auf die Lehrperson und ihren Unterricht kommt es an. Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln

Waxmann Verlag GmbH eBooks (2024)
Open Access | Times Cited: 1
Preservice teachers' professional knowledge for ICT integration in the classroom: Analysing its structure and its link to teacher education
Sandra Heine, Matthias Krepf, Daniela Jäger-Biela, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 9, pp. 11043-11075
Open Access | Times Cited: 3
Kompetenzentwicklung im Praxissemester: Zur Bedeutung schulpraktischer Lerngelegenheiten auf den Erwerb von pädagogischem Wissen bei Lehramtsstudierenden
Johannes König, Kerstin Darge, Charlotte Krämer
Edition ZfE (2020), pp. 67-95
Closed Access | Times Cited: 8
Deutschdidaktisches Wissen angehender Sekundarstufenlehrkräfte
Johannes König, Albert Bremerich-Vos
Diagnostica (2020) Vol. 66, Iss. 2, pp. 93-109
Open Access | Times Cited: 7
School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?
Virginia Deborah Elaine Welter, Stefanie Herzog, Ute Harms, et al.
Journal of Research in Science Teaching (2021) Vol. 59, Iss. 2, pp. 285-326
Open Access | Times Cited: 7
Professionalisierung von Lehrkräften für Digitalität und Inklusion
Julia Warmdt, Henrik Frisch, Katharina Kindermann, et al.
QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus- Fort- und Weiterbildung pädagogischer Fachkräfte (2023) Vol. 5, Iss. 2
Open Access | Times Cited: 2
Impact of the COVID-19 pandemic on training conditions and education in oncologic disciplines: a survey-based analysis
Maike Trommer, Anne Adams, Carolin Bürkle, et al.
Strahlentherapie und Onkologie (2023) Vol. 199, Iss. 9, pp. 806-819
Open Access | Times Cited: 2
Understanding psychology students’ perspective on video psychotherapy and their intention to offer it after graduation: a mixed-methods study
Jennifer Virginie Meier, Josephine Alexandra Noel, Kai Kaspar
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
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