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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:

Metaphorically drawing the transition into teaching: What early career teachers reveal about identity, resilience and agency
Donella J. Cobb
Teaching and Teacher Education (2021) Vol. 110, pp. 103598-103598
Closed Access | Times Cited: 23

Showing 23 citing articles:

Vietnamese millennial teachers’ career identity during and after the transition to work
Anh Ngoc Quynh Phan, Ha Hai Nguyen, Thuy Thanh Nguyen
Learning Research and Practice (2025), pp. 1-19
Closed Access
Exploration of teachers’ agency for teaching difficult knowledge in Taiwan
Yu-Han Hung
Social Studies Research and Practice (2025)
Closed Access
Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China
Li-Min Zhang, Yitong Chen, Wenhui Zhong, et al.
The Asia-Pacific Education Researcher (2025)
Open Access
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Päivi Hökkä, Eija Räikkönen, Katja Vähäsantanen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104998-104998
Open Access
Influence of early childhood teachers' psychological contracts on teacher competency: Chain mediating role of job crafting and professional identity
Xiaoshan Hu, Yang Lv, Mei Tan, et al.
Heliyon (2024) Vol. 10, Iss. 7, pp. e29130-e29130
Open Access | Times Cited: 3
Language teacher identities and identity tensions of early career English teachers
Hanife Taşdemir, Gölge Seferoğlu
TESOL Journal (2024) Vol. 15, Iss. 3
Closed Access | Times Cited: 2
Becoming a secondary school teacher: Keys to a meaningful professional identity
Alfredo Berbegal Vázquez, Lídia Daza Pérez, Lara Carapeto Pacheco, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104697-104697
Open Access | Times Cited: 2
Analysing teachers’ figurative language to shed new light on teacher resilience
Karen Peel, Nick Kelly, Patrick Alan Danaher, et al.
Teaching and Teacher Education (2023) Vol. 130, pp. 104175-104175
Open Access | Times Cited: 5
Teacher Agency of Novice Teachers: A Scoping Review
Şaban Höl
Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi (2024) Vol. 12, Iss. 1, pp. 190-218
Open Access | Times Cited: 1
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
Gonny Schellings, Maaike Koopman, Douwe Beijaard
Education Sciences (2024) Vol. 14, Iss. 9, pp. 1022-1022
Open Access | Times Cited: 1
Examining the resilience of two early career world language teachers: a two-year case study
William S. Davis, Rebecca Borden
Language Culture and Curriculum (2024), pp. 1-18
Closed Access
Simulations for Teacher Transitions to Regional, Rural and Remote (RRR) Australian Schools
Aimé Sacrez, Stefan Schutt, Steven A. Murphy, et al.
Communications in computer and information science (2024), pp. 254-270
Closed Access
A case study of how first-year early childhood teachers figure their roles within the profession and whether to remain in it
Christopher P. Brown, David P. Barry, Da Hei Ku, et al.
Journal of Early Childhood Teacher Education (2024), pp. 1-26
Closed Access
Positive emotional experiences and professional identity formation in novice preschool teachers in Taiwan
Yuling Su
European Early Childhood Education Research Journal (2024), pp. 1-19
Closed Access
Kariyer Basamaklarının Geç Dönemindeki Öğretmenlerin Dünü Bugünü: Kıdemli Öğretmenlerin Anlatısı
İzzet Kaplan, Celal Teyyar Uğurlu
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi (2024)
Open Access
Supporting Identity Development Amidst Teacher Attrition: Retaining Alternatively Certified Teachers
Ashlee Hover, Joshua Charles Tipton, Kyle Butler
The New Educator (2024), pp. 1-22
Closed Access
Online learning at a South African University: early career academic experiences
Khanyi Mbambo
African Identities (2024), pp. 1-16
Closed Access
What Affects the Resilience of Novice Kindergarten Teachers? - An Empirical Study from 5379 Novice Kindergarten Teachers in China
Lingyan Wang, Yicong Chang, Yini Ouyang, et al.
Early Childhood Education Journal (2024)
Closed Access
Negotiations and reconciliations in the first year of teaching
Tanya Flushman, Sarah Hegg, Megan Guise, et al.
Teaching and Teacher Education (2024) Vol. 151, pp. 104744-104744
Closed Access
Monolingual content-area teacher candidates’ identity work in an online teacher education course
Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
Linguistics and Education (2023) Vol. 77, pp. 101228-101228
Closed Access | Times Cited: 1
Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives
Haoran Liu, Pam Sammons, Ian Menter
Teachers and Teaching (2023), pp. 1-34
Closed Access | Times Cited: 1
The Interplay between Chinese EFL Teachers’ Resilience and Agency
Lili Qin, Ali Derakhshan, Yunsong Wang, et al.
Research Square (Research Square) (2023)
Open Access
Identifying the type of transition experienced by newly qualified physics teachers entering the workplace
Deirdre O’Neill, Eilish McLoughlin
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 841-860
Open Access
METAPHORIC DRAWING OF THE TRANSITION INTO TEACHING: WHAT PRESERVICE TEACHERS REVEAL ABOUT THEIR ONLINE TEACHING PERSONA AND SELF-EFFICACY?
Avelina M. Aquino
International Journal of Education Humanities and Social Science (2022) Vol. 05, Iss. 06, pp. 107-155
Open Access
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