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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:

Crossing institutional borders: Exploring pre-service teacher education partnerships through the lens of border theory
Cheri Chan
Teaching and Teacher Education (2019) Vol. 86, pp. 102893-102893
Closed Access | Times Cited: 24

Showing 24 citing articles:

Partnerships as third spaces for professional practice in initial teacher education: A scoping review
Viviana Daza, Gréta Björk Guðmundsdóttir, Andreas Lund
Teaching and Teacher Education (2021) Vol. 102, pp. 103338-103338
Open Access | Times Cited: 85
TESOL teacher educators in higher education: A review of studies from 2010 to 2020
Rui Yuan, Icy Lee, Peter I. De Costa, et al.
Language Teaching (2022) Vol. 55, Iss. 4, pp. 434-469
Closed Access | Times Cited: 28
Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum
Jihea Maddamsetti
Teachers and Teaching (2023) Vol. 29, Iss. 4, pp. 439-457
Closed Access | Times Cited: 5
Third Space, Partnerships, & Clinical Practice: A Literature Review
Lauren M. Laughlin
The Professional Educator (2021) Vol. 44, Iss. 1, pp. 21-33
Open Access | Times Cited: 10
Multiple facets of supervision: Cooperative teachers’ views of supervision in early childhood teacher education practicums
Anna‐Maija Puroila, Päivi Kupila, Asko Pekkarinen
Teaching and Teacher Education (2021) Vol. 105, pp. 103413-103413
Open Access | Times Cited: 9
University tutors and school mentors: Evaluators in the practical training of future teachers
Paula Cecilia Soto-Lillo, Marta Quiroga Lobos
Teaching and Teacher Education (2021) Vol. 107, pp. 103489-103489
Closed Access | Times Cited: 9
Educational reforms and secondary school's efficiency performance in Greece: a bootstrap DEA and multilevel approach
Κωνσταντίνος Κουνετάς, G. Androulakis, M. Kaisari, et al.
Operational Research (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 3
‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences
Chunmei Yan, Chuanjun He
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 47, Iss. 1, pp. 47-59
Closed Access | Times Cited: 6
School productive performance and technology gaps: New evidence from PISA 2018
Salvatore Capasso, Maria Kaisari, Κωνσταντίνος Κουνετάς, et al.
Economic Modelling (2023) Vol. 131, pp. 106602-106602
Closed Access | Times Cited: 2
La inducción docente desde el discurso supranacional
CAROLINA ANDREA DONAIRE GALLARDO
Profesorado Revista de Currículum y Formación del Profesorado (2021) Vol. 25, Iss. 2, pp. 53-78
Open Access | Times Cited: 5
The role of universities and knowledge in teacher education for inclusion
Joseph Mintz
International Journal of Inclusive Education (2022) Vol. 28, Iss. 10, pp. 2172-2182
Open Access | Times Cited: 3
Border crossing perspectives of prospective teachers’ first-time science microteaching experiences
Karthigeyan Subramaniam
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 4, pp. 691-706
Closed Access
The impact of training provisions on novice English language teachers in Hong Kong: A systematic review
Jiaen Ou, Anna Mendoza, Yongyan Li
Review of Education (2024) Vol. 12, Iss. 3
Closed Access
Exploring pre-service teachers’ professional experiences through the lens of boundary crossing: An Australian case study
Youmen Chaaban, Hoa Thi Mai Nguyen
Australian Journal of Education (2024)
Closed Access
Practice schools as third spaces? Navigating the continuum between hierarchical models and collaborative partnerships in teaching practice in South Africa
Sarlina Gertruida Le Roux, Rina Lemmer
African Journal of Teacher Education (2023) Vol. 12, Iss. 1, pp. 143-160
Open Access | Times Cited: 1
Beginning a teaching career: Contradictions and alienations
Leandro de Oliveira Rabelo, Cristiano Rodrigues de Mattos, Maria Lúcia Vital dos Santos Abib
Teaching and Teacher Education (2022) Vol. 119, pp. 103872-103872
Closed Access | Times Cited: 2
"Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity
Mické van der Westhuizen, Yolandi Woest
Journal of Education (2021), Iss. 82
Open Access | Times Cited: 2
Virtual Mentoring for Teacher Education: Mentors and Mentees Learning Together in the Third Space
Cheri Chan
Palgrave studies on leadership and learning in teacher education (2021), pp. 267-289
Closed Access | Times Cited: 2
Exploring a Boundary-Spanner's Beliefs, Tensions, and Decision-Making as a Methods Course Instructor and University Supervisor: A Self-Study
Wendy Baker
(2020)
Closed Access | Times Cited: 1
Inside looking out: a third space perspective on pre-service teachers' practice experiences
Viviana Daza
Elsevier eBooks (2022), pp. 393-404
Closed Access | Times Cited: 1
Flexible Working Arrangements and Employee Satisfaction in Private Hospitals in Nairobi City County
Agure Michael Yugi, Doreen Njeje, Elias Mwangi
Journal of Human Resource &Leadership (2023) Vol. 7, Iss. 3, pp. 57-70
Open Access
Minoritized Pre-service Teachers’ Negotiated Border Crossings
Karthigeyan Subramaniam
Science & Education (2023)
Closed Access
“Open Our Hearts and Minds to Say I Belong Here”: Undergraduate Preservice Teachers’ Transfer Experiences
Emily K. Suh, Blanca Estevez Posadas, H. Fuller, et al.
Journal of College Student Retention Research Theory & Practice (2023)
Closed Access
Empezar con buen pie Experiencias de programas de inducción y acompañamiento a docentes de nuevo ingreso
Carlos García, Paula Martínez, T Y Thoilliez
(2022)
Open Access
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