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:

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

Showing 1-25 of 47 citing articles:

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times
Logan Rutten, Danielle Butville, Boaz Dvir
Journal of Teacher Education (2024) Vol. 75, Iss. 3, pp. 292-304
Open Access | Times Cited: 6
Teacher Academic Training Systems in Greece and Serbia
Konstantinos Τ. Kotsis, Branislav Randjelović, Eleftheria Tsiouri, et al.
EIKI Journal of Effective Teaching Methods (2025) Vol. 3, Iss. 1
Open Access
Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis
Xiaojing Weng, Oi‐Lam Ng, Thomas K. F. Chiu
Computers & Education (2023) Vol. 199, pp. 104790-104790
Closed Access | Times Cited: 15
Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach
Elisa Calcagni, Farah Ahmed, Ana Laura Trigo-Clapés, et al.
Teaching and Teacher Education (2023) Vol. 126, pp. 104067-104067
Open Access | Times Cited: 13
Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development
Janka Ferencová, Ivana Pirohová, Valentína Šuťáková, et al.
Acta Paedagogica Vilnensia (2025) Vol. 53, pp. 128-143
Open Access
Tanárjelöltek vélekedése egy reflexiófejlesztés célú egyetemi tantárgy célkitűzéseiről és feladatairól
Renáta Kiss
Iskolakultúra (2025) Vol. 35, Iss. 1, pp. 68-85
Open Access
Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community
André Moura, Amândio Graça, Ann MacPhail, et al.
European Journal of Teacher Education (2024) Vol. 47, Iss. 2, pp. 330-347
Open Access | Times Cited: 3
The Implementation Of a Mentoring Strategy For Teachers' Professional Development in Elementary School
Ciptro Handrianto, Ahmad Jazimin Jusoh, Syuraini Syuraini, et al.
ELEMENTARY Islamic Teacher Journal (2022) Vol. 10, Iss. 1, pp. 65-65
Open Access | Times Cited: 16
In-service teachers’ knowledge building during face-to-face collaborative learning
Fan Ouyang, Yue Hu, Yuling Zhang, et al.
Teaching and Teacher Education (2021) Vol. 107, pp. 103479-103479
Open Access | Times Cited: 20
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
Formar professores para os desafios profissionais futuros
Paula Batista
Educação Sociedade & Culturas (2024), Iss. 67, pp. 1-20
Open Access | Times Cited: 1
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
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development
Siak Bie Soh
Professional Development in Education (2024), pp. 1-22
Closed Access | Times Cited: 1
A Question-Based Framework for Co-Constructing Supervision in Clinically Based Teacher Preparation
Logan Rutten
Journal of Educational Supervision (2022) Vol. 5, Iss. 1
Open Access | Times Cited: 6
Teacher Candidates’ Perceptions of Emergent Teacher Leadership in Clinically Based Teacher Education
Logan Rutten, Sebrina L. Doyle Fosco, Rachel Wolkenhauer, et al.
Action in Teacher Education (2022) Vol. 44, Iss. 4, pp. 308-329
Closed Access | Times Cited: 4
Professional self-development model for faculty members: A qualitative study
Mitra Sadeghi Tabar, Nadergholi Ghourchian, Parivash Jafari, et al.
Health Monitor Journal of the Iranian Institute for Health Sciences Research (2023) Vol. 22, Iss. 1, pp. 95-104
Open Access | Times Cited: 2
Teacher-practitioner Inquiry in Professional Development A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction: A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction
Hanh Dinh, Lan Thi Huong Nguyen
Journal on Efficiency and Responsibility in Education and Science (2023) Vol. 16, Iss. 1, pp. 65-80
Open Access | Times Cited: 2
Teaching Literacies in Diverse Contexts
Eliza Braden, Michele Myers, Catherine Compton‐Lilly, et al.
(2023)
Open Access | Times Cited: 2
Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning
Boaz Dvir, Logan Rutten, Danielle Butville, et al.
School-University Partnerships (2023) Vol. 16, Iss. 2, pp. 101-109
Open Access | Times Cited: 2
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning
Kim Wilson, Janet Dutton, Elizabeth Hitches
Professional Development in Education (2021) Vol. 50, Iss. 6, pp. 1056-1071
Closed Access | Times Cited: 5
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
Arts in Modern Ghanaian Festival: Kwahu Easter in Context
Henry Ofosu Ameyaw, James Tetteh Ademtsu -
International Journal For Multidisciplinary Research (2024) Vol. 6, Iss. 1
Open Access
Sociosexual Orientation and Relationship Satisfaction among College Students
NAYANA MARY JOHN -, MEGHA D. PRSAD -, REMA. M. K -
International Journal For Multidisciplinary Research (2024) Vol. 6, Iss. 2
Open Access
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
Accounting Internships: A Qualitative Investigation on Issues and Challenges
Low Min-En, Lee Teck-Heang, Melissa Teoh Teng-Tenk, et al.
International Journal of Academic Research in Business and Social Sciences (2024) Vol. 14, Iss. 6
Open Access
Page 1 - Next Page

Scroll to top