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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 educators' professionalism in practice: Positioning theory and personal interpretative framework
Eline Vanassche, Geert Kelchtermans
Teaching and Teacher Education (2014) Vol. 44, pp. 117-127
Open Access | Times Cited: 137

Showing 1-25 of 137 citing articles:

Teachers’ motivation to learn: implications for supporting professional growth
Aina Appova, Fran Arbaugh
Professional Development in Education (2017) Vol. 44, Iss. 1, pp. 5-21
Closed Access | Times Cited: 125
Towards an ‘international forum for teacher educator development’: an agenda for research and action
Geert Kelchtermans, Kari Smith, Ruben Vanderlinde
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 120-134
Open Access | Times Cited: 110
Teacher educators’ task perception and its relationship to professional identity and teaching practice
Eric Richter, Martin Brunner, Dirk Richter
Teaching and Teacher Education (2021) Vol. 101, pp. 103303-103303
Open Access | Times Cited: 100
Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses
Annika Diery, Freydis Vogel, Maximilian Knogler, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 84
Teachers’ sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea
Kyunghee So, Sun Young Lee, Yuri Choi
International Journal of Educational Research (2024) Vol. 125, pp. 102331-102331
Closed Access | Times Cited: 5
The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning
Joanne Pattison-Meek
Teaching and Teacher Education (2024) Vol. 143, pp. 104553-104553
Open Access | Times Cited: 5
A bibliometric and systematic review of literature on teacher educators during the times of neoliberal internationalisation
Ngan Thi Lan Nguyen
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Promoting professional digital competence in student teachers: teacher educators’ task perception matters
Ilka Nagel
European Journal of Teacher Education (2025), pp. 1-19
Open Access
How do teacher educators use professional standards in their practice?
Terri Bourke, Mary Ryan, Paul Ould
Teaching and Teacher Education (2018) Vol. 75, pp. 83-92
Open Access | Times Cited: 55
InFo-TED: Bringing Policy, Research, and Practice Together around Teacher Educator Development
Eline Vanassche, Frances O’Connell Rust, Paul Conway, et al.
Advances in research on teaching (2015), pp. 341-364
Closed Access | Times Cited: 54
The pursuit of teacher quality: identifying some of the multiple discourses of quality that impact the work of teacher educators
Peter Churchward, Jill Willis
Asia-Pacific Journal of Teacher Education (2018) Vol. 47, Iss. 3, pp. 251-264
Closed Access | Times Cited: 54
Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching
Yanling Cao, Liisa Postareff, Sari Lindblom‐Ylänne, et al.
Teaching and Teacher Education (2019) Vol. 85, pp. 125-136
Open Access | Times Cited: 43
Feeling Unvalued
Karen Peel, Nick Kelly
(2025), pp. 125-145
Closed Access
A narrative analysis of a teacher educator’s professional learning journey
Eline Vanassche, Geert Kelchtermans
European Journal of Teacher Education (2016) Vol. 39, Iss. 3, pp. 355-367
Open Access | Times Cited: 44
Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts
Göran Fransson, Jörgen Holmberg, J. Ola Lindberg, et al.
Oxford Review of Education (2018) Vol. 45, Iss. 1, pp. 102-118
Open Access | Times Cited: 41
Exploring university-based teacher educators’ teaching beliefs and practice: a Hong Kong study
Rui Yuan
Teaching in Higher Education (2016) Vol. 22, Iss. 3, pp. 259-273
Closed Access | Times Cited: 38
Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery
Anna Stodter, Christopher J. Cushion
International Sport Coaching Journal (2019) Vol. 6, Iss. 3, pp. 307-316
Open Access | Times Cited: 35
Fostering Teacher Educators’ Professional Development on Practice-Based Research Through Communities of Inquiry
T. Martijn Willemse, Fer Boei, Marieke Pillen
Vocations and Learning (2015) Vol. 9, Iss. 1, pp. 85-110
Closed Access | Times Cited: 39
Teacher educators as curriculum developers: exploration of a professional role
Marina Bouckaert, Quinta Kools
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 32-49
Closed Access | Times Cited: 31
Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves
Julianna Lopez Kershen, Jennie Weiner, A. Chris Torres
Equity & Excellence in Education (2018) Vol. 51, Iss. 3-4, pp. 265-283
Closed Access | Times Cited: 31
On the complexities of educating student teachers: teacher educators’ views on contemporary challenges to their profession
Birgitte Malm
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 46, Iss. 3, pp. 351-364
Open Access | Times Cited: 25
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions
Raimo Kaasila, Sonja Lutovac, Minna Uitto
European Journal of Teacher Education (2023), pp. 1-20
Open Access | Times Cited: 8
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
Eline Vanassche, Warren Kidd, Jean Murray
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 478-491
Open Access | Times Cited: 25
Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education
Rachel Lofthouse
International Journal of Mentoring and Coaching in Education (2018) Vol. 7, Iss. 3, pp. 248-260
Open Access | Times Cited: 24
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
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