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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:

Talk about student learning: Promoting professional growth among teacher educators
Linor L. Hadar, David L. Brody
Teaching and Teacher Education (2016) Vol. 59, pp. 101-114
Closed Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis
Seyedali Ahrari, Samsilah Roslan, Zeinab Zaremohzzabieh, et al.
Cogent Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 42
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
Shared professional agency in Early Childhood Education: An in-depth study of three teams
Anitta Melasalmi, Jukka Husu
Teaching and Teacher Education (2019) Vol. 84, pp. 83-94
Closed Access | Times Cited: 34
PENERAPAN MODEL PEMBELAJARAN COOPERATIVE SCRIPT UNTUK MENINGKATKAN HASIL BELAJAR
Rima Meilani, Nani Sutarni
Jurnal Pendidikan Manajemen Perkantoran (2016) Vol. 1, Iss. 1, pp. 176-176
Open Access | Times Cited: 28
Critical moments in the process of educational change: understanding the dynamics of change among teacher educators
David L. Brody, Linor L. Hadar
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 50-65
Closed Access | Times Cited: 23
The role of teaching processes in turnover intentions, risk of burnout, and stress during COVID-19: a case study among Finnish University teacher educators
Päivi Virtanen, Anna Parpala
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Characteristics of research into professional learning across professions: A mapping review
Vivienne Baumfield, Alison Bethel, Aimee Dowek, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition
Penny Amott
Professional Development in Education (2017) Vol. 44, Iss. 4, pp. 476-491
Closed Access | Times Cited: 20
Seeking a reflexive space for teaching to and about diversity: emergent properties of enablement and constraint for teacher educators
Mary Ryan, Terri Bourke, Joanne Brownlee, et al.
Teachers and Teaching (2018) Vol. 25, Iss. 2, pp. 259-273
Closed Access | Times Cited: 17
Evidence-based portfolios: a cross-sectoral approach to professional development among teachers
Miriam Hamilton
Professional Development in Education (2018) Vol. 46, Iss. 1, pp. 160-174
Closed Access | Times Cited: 16
RELEVANSI METODE PEMBENTUKAN PENDIDIKAN KARAKTER DALAM KITAB TA’LIM AL-MUTA’ALLIM TERHADAP DUNIA PENDIDIKAN MODERN
Muhammad Zamhari, Ulfa Masamah
Edukasia Jurnal Penelitian Pendidikan Islam (2017) Vol. 11, Iss. 2, pp. 421-421
Open Access | Times Cited: 15
Two mathematics teacher educators’ efforts to improve teaching and learning processes: An action research study
Evrim Erbilgin
Teaching and Teacher Education (2018) Vol. 78, pp. 28-38
Closed Access | Times Cited: 15
Contemplative Neuroscience as a Gateway to Mindfulness: Findings from an Educationally Framed Teacher Learning Program
Oren Ergas, Linor L. Hadar, Noa Albelda, et al.
Mindfulness (2018) Vol. 9, Iss. 6, pp. 1723-1735
Closed Access | Times Cited: 13
Demystifying and sustaining the resilience of teacher educators: the perspectives of Teaching–Research Officers in China
Hongbiao Yin, Chen Xie, Huimin Hu, et al.
Asia Pacific Education Review (2020) Vol. 21, Iss. 2, pp. 311-323
Closed Access | Times Cited: 11
Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education
Katharine Burn, Jenni Ingram, Laura Molway, et al.
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 48, Iss. 4, pp. 441-458
Open Access | Times Cited: 6
Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities
Linor L. Hadar, David L. Brody
Professional Development in Education (2020) Vol. 47, Iss. 4, pp. 599-612
Closed Access | Times Cited: 8
Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study
Miriam Hamilton
The New Educator (2019) Vol. 15, Iss. 3, pp. 187-207
Closed Access | Times Cited: 6
Reflexive Epistemic Communities of Practice: Enabling the Profession Through Sustainable Partnerships
Mary Ryan
(2023), pp. 3-10
Closed Access | Times Cited: 2
Are We Preparing Teachers for Literacy Leadership?
Laurie A. Sharp, Rebekah E. Piper, Roberta D. Raymond
The Reading Teacher (2018) Vol. 72, Iss. 2, pp. 223-232
Closed Access | Times Cited: 5
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
Mary Gutman
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 45, Iss. 4, pp. 461-475
Open Access | Times Cited: 5
Ethnographical mapping of thick places – teaching and learning practices in teacher training schools
Mikael Jonasson
Ethnography & Education (2017) Vol. 14, Iss. 1, pp. 16-33
Closed Access | Times Cited: 4
Practice-Based Initial Teacher Education: Developing Inquiring Professionals
Glenda Anthony
ICME-13 monographs (2018), pp. 1-18
Closed Access | Times Cited: 4
Showing professionalism: edTPA, technology-mediated observation, and visual politics in teacher education
Sun Young Lee
Teaching and Teacher Education (2020) Vol. 99, pp. 103234-103234
Closed Access | Times Cited: 4
Collective meaning-making in collegial conversations: teacher educators’ talk about students’ academic writing
Ingunn Ofte
Education Inquiry (2022) Vol. 15, Iss. 2, pp. 260-278
Open Access | Times Cited: 3
An Autoethnographic Self-Study Navigating the Transition to Becoming a STEM Teacher Educator
Miriam Hamilton
The Qualitative Report (2021)
Open Access | Times Cited: 3
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