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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:

Teachers' cognitive processing of complex school-based scenarios: Differences across experience levels
Lisa E. Kim, Robert M. Klassen
Teaching and Teacher Education (2018) Vol. 73, pp. 215-226
Open Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Sauro Civitillo, Linda P. Juang, Marcel Badra, et al.
Teaching and Teacher Education (2018) Vol. 77, pp. 341-351
Closed Access | Times Cited: 107
Fresh evidence on the relationship between years of experience and teaching quality
Jennifer Gore, Brooke Rosser, Felicia Jaremus, et al.
The Australian Educational Researcher (2023) Vol. 51, Iss. 2, pp. 547-570
Open Access | Times Cited: 20
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 33, Iss. 2, pp. 150-168
Closed Access | Times Cited: 18
Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals
Andreas Gegenfurtner, Doris Lewalter, Erno Lehtinen, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 46
The impact of the design thinking model on pre-service teachers’ creativity self-efficacy, inventive problem-solving skills, and technology-related motivation
Xiaohong Liu, Jianjun Gu, Jinlei Xu
International Journal of Technology and Design Education (2023) Vol. 34, Iss. 1, pp. 167-190
Closed Access | Times Cited: 15
Language teacher metacognition: beyond the mirror
Phil Hiver, Zach Whiteside, Ana Clara Sánchez Solarte, et al.
Innovation in Language Learning and Teaching (2019) Vol. 15, Iss. 1, pp. 52-65
Closed Access | Times Cited: 26
Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice
Ulrike Hartmann, Marcus Kindlinger, Kati Trempler
Teaching and Teacher Education (2020) Vol. 97, pp. 103205-103205
Open Access | Times Cited: 25
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2021) Vol. 106, pp. 103458-103458
Open Access | Times Cited: 21
Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work
Sylvia Yee Fan Tang, Kit Yi Angel Wong, Dongyu Li, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 3, pp. 430-448
Closed Access | Times Cited: 13
Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics
Katharina Schnitzler, Doris Holzberger, Tina Seidel
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 20
Challenges of second language teachers’ professional identity construction: Voices from Afghanistan
Mostafa Nazari, Mir Abdullah Miri, Jawad Golzar
TESOL Journal (2021) Vol. 12, Iss. 3
Closed Access | Times Cited: 17
TPACK-L: teachers’ pedagogical design thinking for the wise integration of technology
Beomkyu Choi, Michael Young
Technology Pedagogy and Education (2021) Vol. 30, Iss. 2, pp. 217-234
Closed Access | Times Cited: 16
Re-conceptualising professional competence development of student teachers in initial teacher education
Sylvia Yee Fan Tang, Kit Yi Angel Wong, Dongyu Li, et al.
Research Papers in Education (2019) Vol. 36, Iss. 2, pp. 152-175
Closed Access | Times Cited: 16
Navigating the complex cognitive task of classroom assessment
Helenrose Fives, Nicole Barnes
Teaching and Teacher Education (2020) Vol. 92, pp. 103063-103063
Closed Access | Times Cited: 13
Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers
Hirofumi Shinoda, T. Yamamoto, Kyoko Imai-Matsumura
PLoS ONE (2021) Vol. 16, Iss. 11, pp. e0259410-e0259410
Open Access | Times Cited: 12
The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge
Sebastian Brückner, Olga Zlatkin‐Troitschanskaia
Empirical research in vocational education and training (2024) Vol. 16, Iss. 1
Open Access | Times Cited: 1
Training teachers' diagnostic competence with problem-based learning: A pilot and replication study
Alexander Wedel, Christin R. Müller, Jan Pfetsch, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102909-102909
Closed Access | Times Cited: 12
Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test
Azad Iqram Nadmilail, Mohd Effendi Ewan Mohd Matore, Siti Mistima Maat, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios
Lynn Sheridan, Tracy L. Durksen, Sharon Tindall‐Ford
Teacher Development (2019) Vol. 23, Iss. 4, pp. 425-446
Closed Access | Times Cited: 9
The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels
Asma Almusharraf, Norah Almusharraf, Daniel Bailey
Sustainability (2022) Vol. 14, Iss. 18, pp. 11504-11504
Open Access | Times Cited: 5
Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality
Michael Rochnia, Falk Radisch, Claudia Kastens
Education Sciences (2023) Vol. 13, Iss. 4, pp. 381-381
Open Access | Times Cited: 2
Learning the Concept of Chemical Substance: the Role of Reconstructive Memory
João Roberto Rátis Tenório da Silva, María C. D. P. Lyra
Human Arenas (2019) Vol. 3, Iss. 1, pp. 99-118
Closed Access | Times Cited: 4
Vergleich der Forschungs- sowie Praxisorientierung zwischen Lehramts- und Medizinstudium
Michael Rochnia, Kati Trempler, Judith Schellenbach-Zell
ZeHf – Zeitschrift für empirische Hochschulforschung (2020) Vol. 3, Iss. 2-2019, pp. 123-138
Open Access | Times Cited: 4
Wie setzen sich angehende Lehrkräfte mit pädagogischen Situationen auseinander? Eine Analyse von Argumentationsstrukturen und genutzten Informationen
Kati Trempler, Ulrike Hartmann
Zeitschrift für Erziehungswissenschaft (2020) Vol. 23, Iss. 5, pp. 1053-1077
Open Access | Times Cited: 4
Социально-психологическая адаптация студентов к обучению в педагогическом вузе
Olga Yurievna Muller, N.A. Rotova
Российский психологический журнал (2020) Vol. 17, Iss. 3, pp. 18-29
Open Access | Times Cited: 4
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