Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Designing and redesigning research-based teacher education
Hilde Wågsås Afdal, Kari Spernes
Teaching and Teacher Education (2018) Vol. 74, pp. 215-228
Closed Access | Times Cited: 86

Showing 1-25 of 86 citing articles:

Making sense of research-based learning in teacher education
Angela Brew, Constanze Saunders
Teaching and Teacher Education (2019) Vol. 87, pp. 102935-102935
Closed Access | Times Cited: 110
PERAN GURU SEBAGAI APLIKATOR PROFIL PELAJAR PANCASILA DALAM KURIKULUM MERDEKA BELAJAR
Suci Setiyaningsih, Wiryanto Wiryanto
Jurnal Ilmiah Mandala Education (2022) Vol. 8, Iss. 4
Open Access | Times Cited: 43
Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice
María Assunção Flores
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 5, pp. 621-636
Open Access | Times Cited: 73
Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods
Francisco D. Guillén‐Gámez, María J. Mayorga-Fernández, José Antonio Contreras-Rosado
Education Sciences (2021) Vol. 11, Iss. 3, pp. 98-98
Open Access | Times Cited: 43
Building students’ research skills in environmental science courses with research team-based learning
Febblina Daryanes, Siti Zubaidah, Susriyati Mahanal, et al.
Eurasia Journal of Mathematics Science and Technology Education (2025) Vol. 21, Iss. 1, pp. em2567-em2567
Open Access
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Yanling Cao, Liisa Postareff, Sari Lindblom‐Ylänne, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 171-198
Open Access | Times Cited: 35
The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines
Slaviša Radović, Hans Hummel, Marjan Vermeulen
Teaching in Higher Education (2021) Vol. 28, Iss. 6, pp. 1173-1190
Open Access | Times Cited: 32
The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives
Tove Anita Fiskum, Kirsti Marie Jegstad, Jessica Aspfors, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
‘I Tried to Understand What the Student Really Needs: Using Simulations to Promote a Need-Supporting Dialogical Orientation in Teacher Educators
Orna Levin, Avi Assor, N. Yitzhaki, et al.
The Journal of Experimental Education (2025), pp. 1-24
Open Access
Actitudes de los docentes de la Educación Primaria ante la inclusión educativa
Leany Yeray Jiménez Triana, Iliana Jiménez Abrahan, Adriana Llanes Isla, et al.
Revista RETOS XXI (2025) Vol. 9, Iss. 1
Open Access
Research-based teacher education in Norway – a longitudinal perspective
Joakim Caspersen, Jens‐Christian Smeby
International Journal of Educational Research (2023) Vol. 119, pp. 102177-102177
Open Access | Times Cited: 12
Research-Based Teacher Education
Mirjamaija Mikkilä‐Erdmann, Mirva Heikkilä, Tuike Iiskala, et al.
BRILL eBooks (2024), pp. 42-61
Open Access | Times Cited: 3
Epistemic agency in student teachers’ engagement with research skills
Mirva Heikkilä, Hege Hermansen, Tuike Iiskala, et al.
Teaching in Higher Education (2020) Vol. 28, Iss. 3, pp. 455-472
Open Access | Times Cited: 30
Evaluation of the implementation of the sekolah penggerak curriculum using the context, input, process and product evaluation model in high schools
Anggarda Paramita Muji, Nurhizrah Gistituati, Alwen Bentri, et al.
JPPI (Jurnal Penelitian Pendidikan Indonesia) (2021) Vol. 7, Iss. 3, pp. 377-377
Open Access | Times Cited: 25
Development of research skills through research-focused microteaching lesson study in preservice teacher education
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 3
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Antoni Badia, Eva Liesa, Lorena Becerril, et al.
European Journal of Psychology of Education (2020) Vol. 35, Iss. 4, pp. 865-879
Closed Access | Times Cited: 25
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, et al.
Journal of Teacher Education (2022) Vol. 74, Iss. 1, pp. 55-68
Open Access | Times Cited: 14
Stimulating teachers’ inquiring attitude in academic and professional teacher education programmes
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
European Journal of Teacher Education (2019) Vol. 43, Iss. 3, pp. 352-367
Open Access | Times Cited: 23
Voices of student teachers' professional agency at the intersection of theory and practice
Mirva Heikkilä, Tuike Iiskala, Mirjamaija Mikkilä‐Erdmann
Learning Culture and Social Interaction (2020) Vol. 25, pp. 100405-100405
Closed Access | Times Cited: 23
Perspectivas académicas del nexo enseñanza-investigación en la formación inicial del profesorado en Portugal
Carlinda Leite, Paulo Marinho, Fátima Sousa-Pereira
Educación XX1 (2023) Vol. 26, Iss. 1, pp. 71-91
Open Access | Times Cited: 7
Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education
Kari Spernes, Hilde Wågsås Afdal
European Journal of Teacher Education (2021) Vol. 46, Iss. 2, pp. 241-255
Open Access | Times Cited: 17
Inquiry-based professional learning in the practicum: Potential and shortcomings
Flávia Vieira, María Assunção Flores, José Luís Coelho da Silva, et al.
Teaching and Teacher Education (2021) Vol. 105, pp. 103429-103429
Open Access | Times Cited: 16
Academic reading as a social practice in higher education
Hilde Wågsås Afdal, Kari Spernes, Reidun Hoff-Jenssen
Higher Education (2022) Vol. 85, Iss. 6, pp. 1337-1355
Open Access | Times Cited: 12
Exploring the research-based approach of academic classroom teachers in Finland
Anna Koski, Mikko Puustinen, Janne Säntti, et al.
Teachers and Teaching (2023) Vol. 29, Iss. 7-8, pp. 833-849
Closed Access | Times Cited: 6
Pre-service teachers’ latent profile transitions in the evaluation of evidence
Timo Reuter, Miriam Leuchter
Teaching and Teacher Education (2023) Vol. 132, pp. 104248-104248
Open Access | Times Cited: 6
Page 1 - Next Page

Scroll to top