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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:

The dark side of mentoring on pre-service language teachers' identity formation
Rui Yuan
Teaching and Teacher Education (2016) Vol. 55, pp. 188-197
Closed Access | Times Cited: 131

Showing 1-25 of 131 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: 189
Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong
Rui Yuan, Pauline Mak
Teaching and Teacher Education (2018) Vol. 74, pp. 205-214
Closed Access | Times Cited: 86
Understanding teacher identity in teachers' professional lives: A systematic review of the literature
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 36
Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications
Mariah J. Fairley
TESOL Quarterly (2020) Vol. 54, Iss. 4, pp. 1037-1064
Closed Access | Times Cited: 55
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
Developing English Language Teachers’ Action Research Competencies Through an Exploratory Action Research Project
Lakshmana Rao Pinninti
PROFILE Issues in Teachers Professional Development (2025) Vol. 27, Iss. 1, pp. 13-29
Open Access
Reading Interventionists’ Representations of the Science of Reading in Interactions with Preservice Teachers
Catherine Lammert, Vickie Godfrey, Jorge Azón Ramos
Reading Psychology (2025), pp. 1-20
Closed Access
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
Exploring student teachers' motivation change in initial teacher education: A Chinese perspective
Rui Yuan, Lawrence Jun Zhang
Teaching and Teacher Education (2016) Vol. 61, pp. 142-152
Closed Access | Times Cited: 53
Language Teacher Identity
Zia Tajeddin, Mostafa Nazari
Springer international handbooks of education (2025), pp. 1-18
Closed Access
The impact of mentor support and high-quality connections on student teachers’ psychological safety and engagement during practicum
Benjamin Dreer
Frontiers in Education (2025) Vol. 10
Open Access
Negotiating contradictions in developing teacher identity during the EAL practicum in Australia
Minh Hue Nguyen
Asia-Pacific Journal of Teacher Education (2017) Vol. 45, Iss. 4, pp. 399-415
Closed Access | Times Cited: 45
How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy
Yueting Xu, Liyi He
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 40
Neither “local” nor “global”: Chinese university students’ identity paradoxes in the internationalization of higher education
Rui Yuan, Sifei Li, Baohua Yu
Higher Education (2018) Vol. 77, Iss. 6, pp. 963-978
Closed Access | Times Cited: 39
Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China
Rui Yuan, Lawrence Jun Zhang
TESOL Quarterly (2019) Vol. 54, Iss. 4, pp. 870-899
Closed Access | Times Cited: 39
Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum
Rui Yuan, Wei Liu, Icy Lee
Teachers and Teaching (2019) Vol. 25, Iss. 8, pp. 972-993
Closed Access | Times Cited: 36
‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice
Rui Yuan, Pauline Mak, Min Yang
Language Teaching Research (2020) Vol. 26, Iss. 3, pp. 552-571
Closed Access | Times Cited: 34
EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching
Gang Zhu, Mary Rice, Guofang Li, et al.
Journal of Language Identity & Education (2020) Vol. 21, Iss. 2, pp. 83-98
Closed Access | Times Cited: 32
Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters
Qin Xie, Yi Cui
Studies In Educational Evaluation (2021) Vol. 70, pp. 101019-101019
Closed Access | Times Cited: 27
Pre-service teachers’ professional identity transformation: a positioning theory perspective
Xianhan Huang, Chan Wang
Professional Development in Education (2021) Vol. 50, Iss. 1, pp. 174-191
Closed Access | Times Cited: 27
Preservice Teachers’ Identity Development during the Teaching Internship
Tran Le Huu Nghia, Ngoc Tai Huynh
˜The œAustralian journal of teacher education (2017) Vol. 42, Iss. 8, pp. 1-15
Open Access | Times Cited: 38
Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring
Matti Pennanen, Hannu L. T. Heikkinen, Paivi Tynjälä
Scandinavian Journal of Educational Research (2018) Vol. 64, Iss. 3, pp. 355-371
Open Access | Times Cited: 34
From perceived discrepancies to intentional efforts: Understanding English department teachers’ agency in classroom instruction in a changing curricular landscape
Xiaolei Ruan, Xinmin Zheng, Auli Toom
Teaching and Teacher Education (2020) Vol. 92, pp. 103074-103074
Closed Access | Times Cited: 28
Utilisation of entrepreneurial experiences in student-driven mentoring processes
Ragnhild Nordeng Fauchald, Lise Aaboen, Dag Håkon Haneberg
The International Journal of Management Education (2022) Vol. 20, Iss. 2, pp. 100651-100651
Open Access | Times Cited: 18
Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum
Neşe Cabaroğlu, Gülşah Öz
European Journal of Teacher Education (2023), pp. 1-20
Closed Access | Times Cited: 8
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