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OpenAlex Citation Counts

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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:

The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
Jan Baan, Lisa Gaikhorst, J.E. van 't Noordende, et al.
Teaching and Teacher Education (2019) Vol. 84, pp. 74-82
Open Access | Times Cited: 23

Showing 23 citing articles:

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
Research-Based Teacher Education
Mirjamaija Mikkilä‐Erdmann, Mirva Heikkilä, Tuike Iiskala, et al.
BRILL eBooks (2024), pp. 42-61
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
How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum
Natalia Contreras, Eva Liesa, Mireia Giralt-Romeu
Teaching and Teacher Education (2024) Vol. 140, pp. 104478-104478
Open Access | Times Cited: 2
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
Journal of Teacher Education (2021) Vol. 73, Iss. 3, pp. 286-300
Open Access | Times Cited: 17
Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers
Fadie Hanna, Lucija Andre, Marjolein Zee
Teaching and Teacher Education (2023) Vol. 136, pp. 104382-104382
Open Access | Times Cited: 5
Teacher identity as inquirer: voices of teacher educators
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 140-158
Closed Access | Times Cited: 12
Over de sandwich en de satéprikker: Onderzoekend vermogen als kerncompetentie van onderwijsprofessionals.
Lisette Munneke
Tijdschrift OnderwijsPraktijk Studies (2024)
Open Access | Times Cited: 1
Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education
Harri Pitkäniemi, Riikka Hirvonen, Johanna Heikka, et al.
Early Childhood Education Journal (2024)
Open Access | Times Cited: 1
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
Enhancing the Value of Teacher Education Research
Vasileios Symeonidis
(2023)
Open Access | Times Cited: 1
Scientifically Designed Teacher Education
Jessica Aspfors, Gunilla Eklund, Anna Marie Holand, et al.
Nordic Journal of Comparative and International Education (NJCIE) (2021) Vol. 5, Iss. 1, pp. 85-103
Open Access | Times Cited: 3
Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure
Yuqiao Luo, Hanne Tack, Martin Valcke, et al.
Professional Development in Education (2022), pp. 1-18
Open Access | Times Cited: 2
Embedding inquiry‐based practices in schools: The strategic role of school leaders
Femke Geijsel, Wouter Schenke, Jan van Driel, et al.
European Journal of Education (2020) Vol. 55, Iss. 2, pp. 233-247
Open Access | Times Cited: 2
Effect of adding small applications after verification experiment in a power electronics course
Guopeng Zhao
IET Circuits Devices & Systems (2021) Vol. 16, Iss. 3, pp. 218-227
Open Access | Times Cited: 2
Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision
Sofia Jusslin, Gunilla Eklund
Journal for Research in Arts and Sports Education (2022) Vol. 6, Iss. 3, pp. 121-137
Open Access | Times Cited: 1
Effects of Research-Based Teacher Training on Writing Instruction Practices
Stéphane Colognesi, Mélanie Deramaux, Silvia Lucchini, et al.
Springer eBooks (2023), pp. 373-392
Closed Access
Toward a Social Justice Emphasis in Preservice Teachers’ Inquiries in Small Liberal Arts Contexts
Lucy Mule
Journal of Practitioner Research (2023) Vol. 8, Iss. 1
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
Undergraduate Research in Teacher Education
Udo Gerheim
Cambridge University Press eBooks (2022), pp. 431-438
Closed Access
Disciplines A–Z
Harald A. Mieg, Elizabeth Ambos, Angela Brew, et al.
Cambridge University Press eBooks (2022), pp. 379-380
Closed Access
Forsknings- och utvecklingsarbete inom lärarutbildning
Gunilla Eklund, Idar Mestad, Charlotte Aksland, et al.
Acta Didactica Norden (2022) Vol. 16, Iss. 3
Open Access
Genre shift in disseminating knowledge: Student teachers’ experiences of communicating their master’s theses as popular science
John Henriksson, Gunilla Eklund, Jessica Aspfors
Nordisk tidsskrift for utdanning og praksis (2021) Vol. 15, Iss. 3
Open Access
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