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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:

A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'
Dylan Scanlon, Ann MacPhail, Antonio Calderón
Teaching and Teacher Education (2022) Vol. 115, pp. 103730-103730
Closed Access | Times Cited: 16

Showing 16 citing articles:

Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching
Peter J. Woods, Yasemin Copur‐Gencturk
Teaching and Teacher Education (2023) Vol. 138, pp. 104415-104415
Open Access | Times Cited: 21
Interactions of Structural Disaster Management in Landslide Prevention: A Qualitative Study through the Multi-level Perspective (MLP) and Figurational Sociology from the Lessons of the Lua Ethnic Community in Thailand
Annop Yiengthaisong, Peson Chobphon, Thongphon Promsaka Na Sakolnakorn
International Journal of Disaster Risk Reduction (2025), pp. 105357-105357
Closed Access
Becoming a physical education teacher: Preservice teachers’ meaning-making process in the transition between a subject didactics course and the practicum
Runa Westerlund
Teaching and Teacher Education (2023) Vol. 136, pp. 104363-104363
Open Access | Times Cited: 6
Shifting policy perspectives: revelatory incident narratives from physical education stakeholders
Jenna R. Lorusso, Dylan Scanlon, Ann MacPhail, et al.
Curriculum Studies in Health and Physical Education (2022) Vol. 13, Iss. 3, pp. 284-297
Closed Access | Times Cited: 10
The emergence of a distinctive European scholarship of professional development: challenging mainstream conceptualisations, consensus and causality claims
Linda Evans
European Journal of Teacher Education (2023), pp. 1-19
Open Access | Times Cited: 5
Reading the Violences of School Through a New Lens: A Literacy Teacher’s Changing Perspective in a US High School
Jessica Cira Rubin
Journal of Peace Education (2024) Vol. 21, Iss. 2, pp. 210-230
Open Access | Times Cited: 1
Reconceptualizing effective professional development for teachers: shifting from causal chains and generativity to complexity and employee-centrism
Linda Evans
International Journal of Leadership in Education (2024), pp. 1-23
Open Access | Times Cited: 1
A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue?
Dylan Scanlon, Ann MacPhail, Antonio Calderón
The Curriculum Journal (2022) Vol. 34, Iss. 2, pp. 265-283
Open Access | Times Cited: 5
Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea
Yongjin Lee, Wonhee Lee, Hyungsik Min, et al.
European Physical Education Review (2024)
Closed Access
(Re)conceptualising coach education and development: towards a rhizomatic approach
Thomas M. Leeder
Sports Coaching Review (2024) Vol. 13, Iss. 2, pp. 293-305
Open Access
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Laura Alfrey, Dylan Scanlon, David Aldous, et al.
Sport Education and Society (2024), pp. 1-15
Open Access
Interpreting, translating, and embedding school curriculum in physical education teacher education: the need for collective action within and across the teacher education continuum
Dylan Scanlon, Ann MacPhail
Irish Educational Studies (2024), pp. 1-18
Open Access
The Art of Becoming a Visual Arts Teacher – the Wildebeest, the Feeling‐Beast and the Cat
Annika Hellman
International Journal of Art & Design Education (2024)
Closed Access
A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum
Dylan Scanlon, Ann MacPhail, Antonio Calderón
European Physical Education Review (2022) Vol. 29, Iss. 2, pp. 308-328
Closed Access | Times Cited: 1
Assessment for and of learning in nonlinear movement education practices
Björn Tolgfors, Dean Barker, Gunn Nyberg, et al.
Physical Education and Sport Pedagogy (2023), pp. 1-14
Open Access
Научно-методическое сопровождение деятельности начинающего преподавателя вуза как фактор профессионального саморазвития в условиях образования для сложного общества
А.Ж. Мурзалинова
Bulletin of the Karaganda University Pedagogy series (2023) Vol. 110, Iss. 2, pp. 23-35
Open Access
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