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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:

Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?
Vicky Willegems, Els Consuegra, Katrien Struyven, et al.
Teaching and Teacher Education (2018) Vol. 76, pp. 126-139
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)
Si Zhang, Qianqian Gao, Mengyu Sun, et al.
Computers & Education (2022) Vol. 183, pp. 104485-104485
Closed Access | Times Cited: 66
Connecting research and professionalism in teacher education
Ian Menter, María Assunção Flores
European Journal of Teacher Education (2020) Vol. 44, Iss. 1, pp. 115-127
Open Access | Times Cited: 61
Pre-service teacher research: a way to future-proof teachers?
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 435-455
Open Access | Times Cited: 41
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Logan Rutten
Teaching and Teacher Education (2020) Vol. 97, pp. 103194-103194
Closed Access | Times Cited: 47
Reconsidering teachers’ pedagogical reasoning and decision making for technology integration as an agenda for policy, practice and research
Alona Forkosh‐Baruch, Michael Phillips, Anneke Smits
Educational Technology Research and Development (2021) Vol. 69, Iss. 4, pp. 2209-2224
Closed Access | Times Cited: 19
Enhancing Teachers’ Interdisciplinary Professional Development through Teacher Design Teams: Exploring Facilitating Conditions and Sustainability
Tina Gryson, Katrien Strubbe, Tony Valcke, et al.
Education Sciences (2024) Vol. 14, Iss. 4, pp. 425-425
Open Access | Times Cited: 2
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
What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry
Logan Rutten, Rachel Wolkenhauer
Action in Teacher Education (2023) Vol. 45, Iss. 1, pp. 52-67
Closed Access | Times Cited: 5
Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis
Logan Rutten, Rebecca Powell, Robin Johnson
Action in Teacher Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Evaluating teaching performance in elementary schools based on multi-criterion decision making
A D Yasa, Denna Delawanti Chrisyarani, Dana Marsetiya Utama, et al.
Journal of Physics Conference Series (2019) Vol. 1402, Iss. 7, pp. 077109-077109
Open Access | Times Cited: 8
Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships
Ottavia Trevisan, Anneke Smits
Teaching and Teacher Education (2023) Vol. 125, pp. 103983-103983
Closed Access | Times Cited: 2
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Logan Rutten, Rachel Wolkenhauer
Teaching and Teacher Education (2022) Vol. 123, pp. 103938-103938
Closed Access | Times Cited: 3
Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers
Jesse Wilcox, Sarah Voss, Jerrid Kruse, et al.
Journal of Science Teacher Education (2024) Vol. 35, Iss. 7, pp. 756-776
Closed Access
Research-Based Learning for Pre-Service Teachers’ Meta-Reflexivity: Insights from English Language Teacher Education in Turkey
İrem Çomoğlu, Eda Ceylan, Kenan Dikilitaş, et al.
(2024)
Closed Access
Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 114-133
Open Access | Times Cited: 4
Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment
Suthanit Wetcho, Jaitip Na-Songkhla
Contemporary Educational Technology (2021) Vol. 13, Iss. 4, pp. ep319-ep319
Open Access | Times Cited: 4
Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice
Logan Rutten, Rachel Wolkenhauer
Teacher Development (2023) Vol. 28, Iss. 2, pp. 261-277
Closed Access | Times Cited: 1
The State of Business Rescue Practitioners Professional Accreditation
Onesmus Ayaya, Marius Pretorius
SAGE Open (2021) Vol. 11, Iss. 4
Open Access | Times Cited: 2
Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership
Corné Kruger, Jan Buley
Journal of Teaching and Learning (2022) Vol. 16, Iss. 3, pp. 69-95
Open Access | Times Cited: 1
Effects of Visual Training on the Reaction Time among Badminton Athletes
Maruth Sukmooncharen.A.L Prak, Borhannudin Abdullah, Nurul Afiqah Zulkifly, et al.
ACPES Journal of Physical Education Sport and Health (AJPESH) (2022) Vol. 2, Iss. 2, pp. 120-129
Open Access | Times Cited: 1
Řízení třídy: studenti učitelství a jejich provázející učitelé
Kateřina Vlčková, Kateřina Lojdová, Josef Lukas, et al.
(2020)
Open Access
The Project of the Research Master’s Degree Program in the Education Sphere
Alexander Bermous
Eastern European Journal of Transnational Relations (2020) Vol. 4, Iss. 1, pp. 75-96
Open Access
Teacher new professionalism in the light of the personality polysubjectivity development
Elena N. Krolevetskaya, Elena A. Karabutova, Daria I. Mikhailova, et al.
Perspectives of science and education (2022) Vol. 57, Iss. 3, pp. 10-22
Open Access
“I am coming out of my research shell …”: Exploring Iranian University English Teachers’ Research Engagement through Activity Theory
Fatemeh Asadnia, Mahmood Reza Atai, Mohammad Nabi Karimi
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 2, pp. 592-608
Open Access
Araştırmacı ve Geleceğin Profesyonelleri Olarak İngilizce Öğretmen Adayları
Ebru Atak Damar, Pınar Salı
Uludağ Üniversitesi Eğitim Fakültesi Dergisi (2022) Vol. 35, Iss. 3, pp. 763-784
Open Access
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