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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:

Professional vision of Grade 1 teachers experiencing different levels of work-related stress
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2021) Vol. 110, pp. 103585-103585
Open Access | Times Cited: 18

Showing 18 citing articles:

Integrating AI tools in teacher professional learning: a conceptual model and illustrative case
Kairit Tammets, Tobias Ley
Frontiers in Artificial Intelligence (2023) Vol. 6
Open Access | Times Cited: 16
Eye-tracking research on teacher professional vision: A meta-analytic review
Özün Keskin, Tina Seidel, Kathleen Stürmer, et al.
Educational Research Review (2023) Vol. 42, pp. 100586-100586
Closed Access | Times Cited: 16
Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)
Inés Pagán-Garbín, Inmaculada Méndez, Juan Pedro Martínez-Ramón
Teaching and Teacher Education (2024) Vol. 148, pp. 104717-104717
Open Access | Times Cited: 6
Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice
Ilana Finefter‐Rosenbluh, Kerry Power
Teaching and Teacher Education (2023) Vol. 132, pp. 104245-104245
Open Access | Times Cited: 9
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2021) Vol. 106, pp. 103458-103458
Open Access | Times Cited: 21
Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students: An eye-tracking study
Saswati Chaudhuri, Heli Muhonen, Eija Pakarinen, et al.
Learning and Individual Differences (2022) Vol. 98, pp. 102179-102179
Open Access | Times Cited: 14
Early Childhood Education and Care Teachers’ Gaze Behavior Across Pedagogical Episodes in Toddler Groups in Finland
Susanna Isotalo, Tuulikki Ukkonen-Mikkola, Joni Lämsä, et al.
International Journal of Early Childhood (2024)
Open Access | Times Cited: 2
Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2022) Vol. 121, pp. 103907-103907
Open Access | Times Cited: 12
Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation
Jalil Fathi, Milad Naderi, Habib Soleimani
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 4
Problematika Guru dalam Menggunakan Media IT pada Pembelajaran Siswa Kelas 4 Sekolah Dasar
Salsabilla An’navi, Sukartono
Cetta Jurnal Ilmu Pendidikan (2023) Vol. 6, Iss. 3, pp. 516-527
Open Access | Times Cited: 3
Supporting every teacher: Using the Holistic Teacher Assessment (HTA) to measure social-emotional experiences of educators
Patricia Jackson Allen, Inès Bergès, Richard Joiner, et al.
Teaching and Teacher Education (2022) Vol. 119, pp. 103827-103827
Closed Access | Times Cited: 4
Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study
Keith Frances R. Pelingon, Clarisse M. Contreras, Enigo G. Moreno, et al.
International Journal of Multidisciplinary Applied Business and Education Research (2024) Vol. 5, Iss. 5, pp. 1814-1842
Open Access
With sensitive eyes: ECEC teachers’ visual gaze and related reflections on pedagogical actions in toddler groups using eye-tracking glasses
Tuulikki Ukkonen-Mikkola, Susanna Isotalo, Saswati Chaudhuri, et al.
Frontline Learning Research (2024) Vol. 12, Iss. 2, pp. 70-98
Open Access
Emotional Intelligence Training
Irma Smith, Brandy Kamm
Creative Education (2024) Vol. 15, Iss. 05, pp. 958-973
Open Access
Effectiveness of Mindfulness Training on Teaching Emotions and Job Stress of Teachers
Fatemeh Agha Askari, Kazem Barzegar Bafrooei, Hossain Hassani
Utāq-i bāzargānī. (2022) Vol. 16, Iss. 1, pp. 113-139
Closed Access | Times Cited: 1
TANTANGAN DAN UPAYA PENGELOLAAN STRES SELAMA PANDEMI COVID-19: STUDI KASUS GURU SMP XYZ DI TANGERANG [CHALLENGES AND EFFORTS TO MANAGE STRESS DURING THE COVID-19 PANDEMIC: A CASE STUDY OF XYZ MIDDLE SCHOOL TEACHERS IN TANGERANG]
Risti Irawan, Natalia Astri Christyani, Brigita Saras Andriani, et al.
Jurnal Ketopong Pendidikan (2022) Vol. 1, Iss. 2, pp. 136-136
Open Access
Educator Competencies as Proficient Educators
Zulfakar Zulfakar
International Journal of Social Science Research and Review (2022) Vol. 5, Iss. 3, pp. 42-51
Open Access
Structural and dynamic specifics of a teacher’s coping behavior
Tatyana V. Ledovskaya, Nikita E. Solynin
Perspectives of science and education (2022) Vol. 58, Iss. 4, pp. 457-474
Open Access
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