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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:

Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice
Raymond Bjuland, Nina Helgevold
Teaching and Teacher Education (2017) Vol. 70, pp. 246-254
Closed Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review
Gabriel Hervas
AERA Open (2021) Vol. 7
Open Access | Times Cited: 30
Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
Catarina Amorim, Elsa Ribeiro-Silva
Education Sciences (2024) Vol. 14, Iss. 2, pp. 167-167
Open Access | Times Cited: 3
Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions
Margarida Alves, Ann MacPhail, Paula Queirós, et al.
European Physical Education Review (2018) Vol. 25, Iss. 3, pp. 893-909
Closed Access | Times Cited: 36
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
Tijmen Schipper, Rikkert van der Lans, Siebrich de Vries, et al.
Teaching and Teacher Education (2019) Vol. 88, pp. 102961-102961
Open Access | Times Cited: 31
Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice
Andrea Ruffinelli, Silvana de la Hoz, Carolina Álvarez Valdés
Reflective Practice (2020) Vol. 21, Iss. 1, pp. 54-67
Closed Access | Times Cited: 24
Incorporating lesson study in ITE: organisational structures to support student teacher learning
Aoibhinn Ní Shúilleabháin, Raymond Bjuland
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 45, Iss. 4, pp. 434-445
Open Access | Times Cited: 25
Assisting teacher collaborative discourse in professional development: An analysis of a facilitator's discourse strategies
Javier Onrubia, Begoña Roca, Marta Minguela
Teaching and Teacher Education (2022) Vol. 113, pp. 103667-103667
Open Access | Times Cited: 12
Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students
Yuqin Yang, Carol K. K. Chan, Gaoxia Zhu, et al.
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 2, pp. 231-272
Closed Access | Times Cited: 2
Building Students' Communication Skills in Learning English through Lesson Study at Senior High School
Adi F. Mahmud, Sabariah Umahuk, Sri Rahayu Fudji, et al.
Journal of Languages and Language Teaching (2023) Vol. 11, Iss. 1, pp. 72-72
Open Access | Times Cited: 4
Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms
Kefyalew Woreta Haile, Taye Gebremariam Olamo, Mesfine Abera Yemiru
Heliyon (2024) Vol. 10, Iss. 13, pp. e32585-e32585
Open Access | Times Cited: 1
Global insights on lesson study in initial teacher education: A systematic literature review encompassing English, Japanese, and Chinese language sources
Shirley Tan, Sui Lin Goei, T. Martijn Willemse
Teaching and Teacher Education (2024) Vol. 152, pp. 104791-104791
Open Access | Times Cited: 1
Lesson Study as a professional tool to strengthen collaborative enquiry in mentoring sessions in Initial Teacher Education
Gro Næsheim-Bjørkvik, Nina Helgevold, Sissel Østrem
European Journal of Teacher Education (2019) Vol. 42, Iss. 5, pp. 557-573
Closed Access | Times Cited: 12
What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review
Sanna Forsström, Elaine Munthe
Nordic Studies in Education (2023) Vol. 43, Iss. 3
Open Access | Times Cited: 4
A self-critique of facilitating dialogic reflective practice with novice teachers
James M. Hall
Reflective Practice (2020) Vol. 21, Iss. 5, pp. 672-685
Closed Access | Times Cited: 9
Good Practice of Educational Leadership to Succeed in The School Literacy Movement
Suriagiri Suriagiri
Nazhruna Jurnal Pendidikan Islam (2022) Vol. 5, Iss. 3, pp. 972-987
Open Access | Times Cited: 6
Achieving online dialogic learning using breakout rooms
Shonagh Douglas
Research in Learning Technology (2023) Vol. 31
Open Access | Times Cited: 3
Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work?
Stéphane Clivaz, Valérie Batteau, Jean‐Philippe Pellet, et al.
The Journal of Mathematical Behavior (2023) Vol. 69, pp. 101051-101051
Open Access | Times Cited: 3
Voice of EFL mentor teachers: Mentorship for mutual professional development.
Firima Zona Tanjung, Bachrudin Musthafa, Yanty Wirza
Deleted Journal (2021) Vol. 8, Iss. 3, pp. 986-1005
Open Access | Times Cited: 6
Pedagogical and epistemic uncertainty in collaborative teacher learning
Ido Gideon, Gideon Dishon, Dana Vedder‐Weiss
Teaching and Teacher Education (2022) Vol. 118, pp. 103808-103808
Closed Access | Times Cited: 4
Lesson study beyond its initial adaptation: a case without external support
Charlotte Krog Skott
Journal of Mathematics Teacher Education (2022) Vol. 27, Iss. 2, pp. 163-183
Closed Access | Times Cited: 4
Developing Islamic Tasks-Based Speaking English Materials for Islamic Elementary School Students: A Case Study at Elementary Schools in West Lombok, Indonesia
Bidari Andaru Widhi, Jupri Jupri, Jumadil Jumadil
Journal of Language and Literature Studies (2023) Vol. 3, Iss. 1, pp. 1-19
Open Access | Times Cited: 2
Mobile-Assisted Flipped Learning Integrated with Metacognitive Skills in the Teaching of Speaking and Listening Skills
Haerazi Haerazi
Journal of English Education and Teaching (2023) Vol. 7, Iss. 3, pp. 632-651
Open Access | Times Cited: 2
Exploring Innovative Teaching Strategies of the Singapore English Language Curriculum: A Learning Experience of Lesson Study
Lydia Fang Wu, Abdul Razak, Anna Maria Dashwood
Journal of Language and Literature Studies (2023) Vol. 3, Iss. 2, pp. 118-134
Open Access | Times Cited: 2
A Comparative Analysis of Lesson Study Models in Japan, the USA and the UK
Ni Zhang, Qingtang Liu
(2018), pp. 162-166
Closed Access | Times Cited: 5
The Coexistence Plan at a Secondary School: Analysis Based on the Voices of Students and Teachers
Gustavo González‐Calvo, David Hortigüela Alcalá, Alejandra Hernando-Garijo, et al.
The Qualitative Report (2019)
Open Access | Times Cited: 5
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