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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:

Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis
Jessica Aspfors, Göran Fransson
Teaching and Teacher Education (2015) Vol. 48, pp. 75-86
Open Access | Times Cited: 258

Showing 1-25 of 258 citing articles:

Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring
Juanjo Mena, Paul Hennissen, John Loughran
Teaching and Teacher Education (2017) Vol. 66, pp. 47-59
Closed Access | Times Cited: 191
Elements of a quality pre-service teacher mentor: A literature review
Neville John Ellis, Dennis Alonzo, Hoa Thi Mai Nguyen
Teaching and Teacher Education (2020) Vol. 92, pp. 103072-103072
Closed Access | Times Cited: 170
The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review
Yuanyuan Zhang, Yan Qian, Juemin Wu, et al.
Nurse Education Today (2015) Vol. 37, pp. 136-144
Closed Access | Times Cited: 120
Sosyal Bilimlerde ve Eğitim Bilimlerinde Sistematik Derleme, Meta Değerlendirme ve Bibliyometrik Analizler
Kürşad Yılmaz
MANAS Sosyal Araştırmalar Dergisi (2021) Vol. 10, Iss. 2, pp. 1457-1490
Open Access | Times Cited: 79
Origins, methods and advances in qualitative meta‐synthesis
Elizabeth Nye, G. J. Meléndez‐Torres, Chris Bonell
Review of Education (2016) Vol. 4, Iss. 1, pp. 57-79
Open Access | Times Cited: 82
Mentoring beginning teachers in primary schools: research review
Rebecca Spooner‐Lane
Professional Development in Education (2016) Vol. 43, Iss. 2, pp. 253-273
Closed Access | Times Cited: 70
The networking teacher in action: A qualitative analysis of early career teachers' induction process
Virginie März, Geert Kelchtermans
Teaching and Teacher Education (2019) Vol. 87, pp. 102933-102933
Open Access | Times Cited: 64
Principal instructional leadership for teacher participation in professional development: evidence from Japan, Singapore, and South Korea
Taeyeon Kim, Youngjun Lee
Asia Pacific Education Review (2019) Vol. 21, Iss. 2, pp. 261-278
Open Access | Times Cited: 54
Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction
Julian Burger, Henrik Bellhäuser, Margarete Imhof
Teaching and Teacher Education (2021) Vol. 103, pp. 103345-103345
Open Access | Times Cited: 46
Re-imagining teacher mentoring for the future
Ellen Larsen, Cecily Jensen-Clayton, Elizabeth Curtis, et al.
Professional Development in Education (2023), pp. 1-15
Open Access | Times Cited: 18
What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis
Sog Yee Mok, Daniela Rupp, Doris Holzberger
Educational Research Review (2023) Vol. 40, pp. 100552-100552
Open Access | Times Cited: 18
Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
Hanna Korhonen, Hannu L. T. Heikkinen, Ulla Kiviniemi, et al.
Teaching and Teacher Education (2016) Vol. 61, pp. 153-163
Open Access | Times Cited: 55
Supporting student teachers’ reflection as a paradigm shift process
Petr Svojanovský
Teaching and Teacher Education (2017) Vol. 66, pp. 338-348
Closed Access | Times Cited: 53
Professional development for rural and remote teachers using video conferencing
Damian Maher, Anne Prescott
Asia-Pacific Journal of Teacher Education (2017) Vol. 45, Iss. 5, pp. 520-538
Closed Access | Times Cited: 50
Being a mentor: novice teachers’ mentors’ conceptions of mentoring prior to training
Orna Schatz‐Oppenheimer
Professional Development in Education (2016) Vol. 43, Iss. 2, pp. 274-292
Closed Access | Times Cited: 49
The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England
Paul Spencer, Susan Harrop, Judith Lynne Jones Thomas, et al.
Professional Development in Education (2017) Vol. 44, Iss. 1, pp. 33-46
Open Access | Times Cited: 48
The Janus faced teacher educator
Kari Smith, María Assunção Flores
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 433-446
Open Access | Times Cited: 43
Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements
Cato R. P. Bjørndal
Teaching and Teacher Education (2020) Vol. 91, pp. 103047-103047
Open Access | Times Cited: 40
“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
Clara Kühn, Gerda Hagenauer, Alexander Gröschner
Teaching and Teacher Education (2022) Vol. 113, pp. 103659-103659
Open Access | Times Cited: 27
The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role
Elizabeth Curtis, Hoa Thi Mai Nguyen, Ellen Larsen, et al.
British Educational Research Journal (2024) Vol. 50, Iss. 3, pp. 1327-1349
Open Access | Times Cited: 5
Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts
Khansaa Diab, Edna Green
Education Sciences (2024) Vol. 14, Iss. 7, pp. 711-711
Open Access | Times Cited: 5
Understanding Psychosocial and Socio-Cultural Processes Towards Fitness Doping: A Meta-Synthesis Study
Mine Ömercioğlu, Alparslan Erman
GSI Journals Serie A Advancements in Tourism Recreation and Sports Sciences (2025) Vol. 8, Iss. 1, pp. 347-357
Closed Access
Unpacking teachers’ beliefs about translanguaging in language learning: a qualitative meta-synthesis
Wang Zhi-jie, Bin Shen, Chen Yan-yan, et al.
International Journal of Multilingualism (2025), pp. 1-20
Closed Access
Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework
Cemil Gökhan Karacan, Ferhat Karanfi̇l
Mentoring & Tutoring Partnership in Learning (2025), pp. 1-23
Closed Access
Key school leadership practices to enhance teacher wellbeing: a meta-synthesis of qualitative evidence
Figen Karaferye, Mehmet Şükrü Bellibaş
Research Papers in Education (2025), pp. 1-33
Closed Access
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