Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Voices of student teachers' professional agency at the intersection of theory and practice
Mirva Heikkilä, Tuike Iiskala, Mirjamaija Mikkilä‐Erdmann
Learning Culture and Social Interaction (2020) Vol. 25, pp. 100405-100405
Closed Access | Times Cited: 23

Showing 23 citing articles:

Students’ agency profiles in relation to student-perceived teaching practices in university courses
Päivikki Jääskelä, Anna‐Maija Poikkeus, Päivi Häkkinen, et al.
International Journal of Educational Research (2020) Vol. 103, pp. 101604-101604
Open Access | Times Cited: 36
Student Teachers' Change Agency in Education for Sustainable Development
Teija Koskela, Sirpa Kärkkäinen
Journal of Teacher Education for Sustainability (2021) Vol. 23, Iss. 1, pp. 84-98
Open Access | Times Cited: 29
Research-Based Teacher Education
Mirjamaija Mikkilä‐Erdmann, Mirva Heikkilä, Tuike Iiskala, et al.
BRILL eBooks (2024), pp. 42-61
Open Access | Times Cited: 3
Teachers’ agency during the Covid-19 lockdown: A new materialist perspective
Mirva Heikkilä, Ville Mankki
Pedagogy Culture and Society (2021) Vol. 31, Iss. 5, pp. 989-1004
Open Access | Times Cited: 23
Beyond the research–practice gap: Constructing epistemic relations in teacher education
Hege Hermansen, Sølvi Mausethagen
International Journal of Educational Research (2023) Vol. 119, pp. 102171-102171
Open Access | Times Cited: 9
Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach
Gang Zhu, Mingyang Chen
Teaching and Teacher Education (2022) Vol. 117, pp. 103734-103734
Closed Access | Times Cited: 13
Elementos que percibe el estudiantado del profesorado en matemáticas en la configuración de su identidad profesional
Magdalena Rivera, Carlos Reséndiz Rodríguez, Raúl Vega
Actualidades Investigativas en Educación (2024) Vol. 24, Iss. 1, pp. 1-30
Open Access | Times Cited: 2
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives
Mirva Heikkilä, Tuike Iiskala, Mirjamaija Mikkilä‐Erdmann, et al.
British Journal of Sociology of Education (2022) Vol. 43, Iss. 3, pp. 397-414
Closed Access | Times Cited: 10
The role of agency in the construction and development of professional identity
Jorge Chávez, Jaime Fauré, Juan Barril Madrid
Learning Research and Practice (2022) Vol. 9, Iss. 1, pp. 93-108
Closed Access | Times Cited: 9
Knotworking — not working: Interprofessional collaboration and co-figuration of pre-service special education teachers
Anitta Melasalmi, Saija Tanhuanpää, Teija Koskela
Research Papers in Education (2023) Vol. 39, Iss. 3, pp. 516-537
Closed Access | Times Cited: 2
Revealing student teachers’ sense of professional agency in their teaching practice
Britt Oda Fosse
Scandinavian Journal of Educational Research (2023) Vol. 68, Iss. 5, pp. 890-903
Open Access | Times Cited: 2
Polyphonic agency as precondition for teachers’ research literacy
Mirva Heikkilä, Andreas Eriksen
Educational Philosophy and Theory (2023) Vol. 56, Iss. 1, pp. 63-73
Open Access | Times Cited: 2
Transforming University-based Teacher Education through Innovation
Ida Katrine Riksaasen Hatlevik, Rachel Jakhelln, Doris Jorde
Routledge eBooks (2024)
Open Access
El caso del profesor Samuel; aliviando la ansiedad matemática
Magdalena Rivera, Raúl Salas Vega
Brazilian Journal of Development (2024) Vol. 10, Iss. 5, pp. e69418-e69418
Open Access
Supporting transformative agency in initial teacher education: A Change Laboratory in China
Ge Wei, Annalisa Sannino
Learning Culture and Social Interaction (2024) Vol. 47, pp. 100838-100838
Closed Access
Research approaches in master-based teacher education preparing student teachers for professional work
Yngve Antonsen, Auli Toom, Marit Ulvik, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Rupture as generative of professional agency: narratives from student teachers on placement during school closures
Shona McIntosh, Debra Margaret Williams Gualandi, Susan Ledger
Journal of Education for Teaching International Research and Pedagogy (2024), pp. 1-19
Open Access
Enhancing the Value of Teacher Education Research
Vasileios Symeonidis
(2023)
Open Access | Times Cited: 1
Enhancing Teachers’ Digital Competence for Professional Development in Distance Mode
Marine Gurgenidze, Nana Makaradze, Tatia Nakashidze-Makharadze, et al.
Communications in computer and information science (2022), pp. 277-291
Closed Access | Times Cited: 2
Methodological Insights on Teachers’ Professional Agency in Narratives
Mirva Heikkilä
Professions and Professionalism (2022) Vol. 12, Iss. 2
Open Access | Times Cited: 2
An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning
Jörgen Holmberg, Göran Fransson
Advances in mobile and distance learning book series (2021), pp. 516-533
Closed Access | Times Cited: 1
Full issue Vol. 12, No. 3 (2022)
Anne Leseth
Professions and Professionalism (2022) Vol. 12, Iss. 3
Open Access
Teacher Agency as Technologies of the Self and as Actionality: Implications for ELT Micro-Centric Policy Making
Setiono Sugiharto
The English Teacher (2021) Vol. 50, Iss. 2, pp. 50-59
Open Access
Page 1

Scroll to top