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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:

Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education
Martine van Rijswijk, Sanne Akkerman, Harmen Schaap, et al.
Teaching and Teacher Education (2016) Vol. 58, pp. 99-108
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Novice language teacher emotion labor and identity construction: A community of practice perspective
Mostafa Nazari, Haniye Seyri, Sedigheh Karimpour
Teaching and Teacher Education (2023) Vol. 127, pp. 104110-104110
Closed Access | Times Cited: 22
Impact of early career teachers' professional identity tensions
Merel M. van der Wal, Helma Oolbekkink-Marchand, Harmen Schaap, et al.
Teaching and Teacher Education (2019) Vol. 80, pp. 59-70
Open Access | Times Cited: 63
Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study
Mostafa Nazari, Guangwei Hu
Teaching and Teacher Education (2024) Vol. 152, pp. 104759-104759
Closed Access | Times Cited: 6
Reflections and Review on the Audit Procedure
Renske A.M. de Kleijn, Anouschka van Leeuwen
International Journal of Qualitative Methods (2018) Vol. 17, Iss. 1
Open Access | Times Cited: 56
“Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies
Farhad Ghiasvand, Maryam Kogani, Faezeh Nemati
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 13
Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale
Fadie Hanna, Ron Oostdam, Sabine Severiens, et al.
Studies In Educational Evaluation (2019) Vol. 61, pp. 21-33
Open Access | Times Cited: 27
Changes over time in the professional identity tensions of Dutch early-career teachers
Harmen Schaap, Anna van der Want, Helma Oolbekkink-Marchand, et al.
Teaching and Teacher Education (2021) Vol. 100, pp. 103283-103283
Open Access | Times Cited: 22
Pre-service English teachers’ reflective engagement with stories of exploratory action research
Kenan Dikilitaş, İrem Çomoğlu
European Journal of Teacher Education (2020) Vol. 45, Iss. 1, pp. 26-42
Closed Access | Times Cited: 20
From practicum to the second year of teaching: examining novice teacher identity reconstruction
Haniye Seyri, Mostafa Nazari
Cambridge Journal of Education (2022) Vol. 53, Iss. 1, pp. 43-62
Closed Access | Times Cited: 11
“Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
Katrine Nesje, Esther T. Canrinus, Jon Strype
Teaching and Teacher Education (2017) Vol. 69, pp. 131-141
Closed Access | Times Cited: 18
Visualising the future: surfacing student perspectives on post-graduation prospects using rich pictures
Tessa Berg, Tracey Bowen, Colin Smith, et al.
Higher Education Research & Development (2017) Vol. 36, Iss. 7, pp. 1339-1354
Open Access | Times Cited: 16
Teacher expectations in a university setting: the perspectives of teachers
Zheng Li, Christine M. Rubie‐Davies
Educational Research and Evaluation (2018) Vol. 24, Iss. 3-5, pp. 201-220
Open Access | Times Cited: 11
The expectations of Finnish RE student teachers of their professional development in their academic studies in the light of twenty-first-century skills
Kaisa Viinikka, Martin Ubani
Journal of Beliefs and Values (2019) Vol. 40, Iss. 4, pp. 447-463
Closed Access | Times Cited: 9
Changes in sensed dis/continuity in the development of student teachers throughout teacher education
Martine M. van Rijswijk, Larike H. Bronkhorst, Sanne Akkerman, et al.
European Journal of Teacher Education (2018) Vol. 41, Iss. 3, pp. 282-300
Open Access | Times Cited: 8
Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-Concept
Martine M. van Rijswijk, Larike H. Bronkhorst, Sanne Akkerman, et al.
Springer eBooks (2018), pp. 97-107
Closed Access | Times Cited: 6
Mentoroppfølging i lektorutdanningen: Hvordan oppfølging ved en mentor kan bidra til en god studiestart for lektorstudenter
Ida Katrine Riksaasen Hatlevik, Eli Lejonberg
Acta Didactica Norge (2019) Vol. 13, Iss. 1, pp. 2-2
Open Access | Times Cited: 6
The Value Foundations of Pedagogical Activity: a Comparative Analysis of the Position
Nina P. Ansimova, Tatyana V. Ledovskaya, Nikita E. Solynin
Psychological Science and Education (2022) Vol. 27, Iss. 1, pp. 37-51
Open Access | Times Cited: 4
Confronting, investigating, and learning from professional identity tensions
Lara K. Smetana, Ali Kushki
European Journal of Teacher Education (2023), pp. 1-19
Closed Access | Times Cited: 2
Employee Perceptions of Succession Planning within Higher Education: A Qualitative Case Study
Matthew A. Swanson
ProQuest LLC eBooks (2018)
Closed Access | Times Cited: 5
Fantasy Unfixed: The Temporal Orientation of Teachers ‘Personalities and Their Attitudes Towards the Future
Aleksandra Komarova, Tatyana Viktorovna Slotina, Anna A. Strelenko, et al.
Lecture notes in networks and systems (2024), pp. 171-181
Closed Access
Experiences of continuity and discontinuity in student teachers' development
Martine M. van Rijswijk
(2020)
Open Access | Times Cited: 3
Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives
Frances E Constantine
(2017)
Open Access | Times Cited: 2
Estrategias didácticas para el desarrollo de la identidad profesional del profesorado en la formación inicial
Zoe Martínez de la Hidalga, Lourdes Villardón-Gallego, Lirio Flores
REDU Revista de Docencia Universitaria (2020) Vol. 18, Iss. 2, pp. 11-11
Open Access | Times Cited: 2
The Value-Semantic Basis of Pedagogical Activity: a Comparative Analysis of the Position of Teachers and Pupils of Pedagogical Classes
Nina P. Ansimova, Tatyana V. Ledovskaya, Nikita E. Solynin
Psychological Science and Education (2022)
Open Access | Times Cited: 1
Emerging professional identities: motivations for choosing early education as a minor subject in Finland
Niina Salonen, Sari Havu‐Nuutinen
Journal of Early Childhood Teacher Education (2022) Vol. 44, Iss. 4, pp. 684-702
Closed Access | Times Cited: 1
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