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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:

Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, et al.
Teaching and Teacher Education (2017) Vol. 64, pp. 270-279
Open Access | Times Cited: 81

Showing 1-25 of 81 citing articles:

Stress, coping strategies and academic achievement in teacher education students
Josep Gustems Carnicer, Caterina Calderón, Diego Calderón-Garrido
European Journal of Teacher Education (2019) Vol. 42, Iss. 3, pp. 375-390
Open Access | Times Cited: 194
Student teachers’ professional identity: A review of research contributions
Filomena Rodrigues, María João Mogarro
Educational Research Review (2019) Vol. 28, pp. 100286-100286
Closed Access | Times Cited: 104
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
Student Teachers’ Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums
Li Deng, Gang Zhu, Guofang Li, et al.
The Asia-Pacific Education Researcher (2018) Vol. 27, Iss. 6, pp. 441-453
Closed Access | Times Cited: 76
Teacher coping profiles in relation to teacher well-being: A mixed method approach
Anna‐Mari Aulén, Eija Pakarinen, Taru Feldt, et al.
Teaching and Teacher Education (2021) Vol. 102, pp. 103323-103323
Open Access | Times Cited: 54
Exploring the knowledge structure of coping strategies in teacher education research using bibliometric analysis
Shwe Ye Phyo, Erika Kopp
European Journal of Teacher Education (2025), pp. 1-20
Open Access
Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program
Lisa Kervin, Jessica Mantei, Cathrine Neilsen‐Hewett
Australasian Journal of Early Childhood (2025) Vol. 50, Iss. 1, pp. 81-96
Closed Access
Professional Learning Community as a Site for Addressing Emotional Tensions: Contributions to Language Teacher Identity (Re)construction
Mostafa Nazari, Zahra Keshvari, Guangwei Hu
British Journal of Educational Studies (2025), pp. 1-24
Closed Access
Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, et al.
Research Papers in Education (2019) Vol. 35, Iss. 6, pp. 746-765
Open Access | Times Cited: 37
Profiles of teacher’s professional agency in the classroom across time
Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, et al.
Scandinavian Journal of Educational Research (2023) Vol. 68, Iss. 5, pp. 954-968
Open Access | Times Cited: 11
Strategies to cope with emotionally challenging situations in teacher education
Henrik Lindqvist
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 45, Iss. 5, pp. 540-552
Open Access | Times Cited: 33
Teachers’ Focus of Attention in First-grade Classrooms: Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking
Saswati Chaudhuri, Heli Muhonen, Eija Pakarinen, et al.
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 6, pp. 1076-1092
Open Access | Times Cited: 26
Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus
Mostafa Nazari, Peter I. De Costa
Journal of Teacher Education (2021) Vol. 73, Iss. 4, pp. 366-380
Closed Access | Times Cited: 25
Ethical dilemmas and well-being in teachers’ work: A three-wave, two-year longitudinal study
Mikko Heikkilä, Saija Mauno, Mari Herttalampi, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104049-104049
Open Access | Times Cited: 8
Barriers to nurses health advocacy role
Luke Laari, Sinegugu Evidence Duma
Nursing Ethics (2023) Vol. 30, Iss. 6, pp. 844-856
Closed Access | Times Cited: 8
Ethical dilemmas at work placements in teacher education
Henrik Lindqvist, Robert Thornberg, Gunnel Colnerud
Teaching Education (2020) Vol. 32, Iss. 4, pp. 403-419
Open Access | Times Cited: 23
Relación entre la emoción y los procesos de enseñanza aprendizaje
Ingrid Anzelín, Alejandro Marín-Gutiérrez
Sophia (2020) Vol. 16, Iss. 1, pp. 48-64
Open Access | Times Cited: 21
The emotional journey of the beginning teacher: Phases and coping strategies
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, et al.
Research Papers in Education (2022) Vol. 38, Iss. 4, pp. 615-635
Open Access | Times Cited: 13
Teacher SEL Space: Addressing Beginning Teachers’ Social Emotional Learning in a Support Group Structure
Peter Martin
Current Issues in Education (2024) Vol. 25, Iss. 1
Open Access | Times Cited: 2
The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers
Minna Körkkö, Sonja Lutovac, Satu-Maarit Korte
International Journal of Educational Research (2024) Vol. 127, pp. 102410-102410
Open Access | Times Cited: 2
Becoming a secondary school teacher: Keys to a meaningful professional identity
Alfredo Berbegal Vázquez, Lídia Daza Pérez, Lara Carapeto Pacheco, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104697-104697
Open Access | Times Cited: 2
Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
Henrik Lindqvist, Maria Weurlander, Annika Wernerson, et al.
European Journal of Teacher Education (2019) Vol. 42, Iss. 5, pp. 634-649
Open Access | Times Cited: 20
Constructivist grounded theory and educational research: constructing theories about teachers’ work when analysing relationships between codes
Henrik Lindqvist, Camilla Forsberg
International Journal of Research & Method in Education (2022) Vol. 46, Iss. 2, pp. 200-210
Open Access | Times Cited: 11
Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience
Stevie‐Jae Hepburn, Annemaree Carroll, Louise McCuaig
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 17, pp. 9009-9009
Open Access | Times Cited: 15
Poetry and possible selves: Crisis theory with/in teacher education programs
J. Scott Baker
Teaching and Teacher Education (2021) Vol. 105, pp. 103393-103393
Open Access | Times Cited: 14
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