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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:

Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
Teaching and Teacher Education (2023) Vol. 130, pp. 104184-104184
Open Access | Times Cited: 14

Showing 14 citing articles:

‘I should conduct action research more often’: teacher educators’ professional development through action research
Bridget Goodman, Alexandra Nam, Almira Yembergenova, et al.
Educational Action Research (2025), pp. 1-18
Open Access
Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach
Guo Qiang, Yueting Xu
Teaching and Teacher Education (2024) Vol. 148, pp. 104688-104688
Closed Access | Times Cited: 4
Emotional tensions in identity transition from teachers to teacher educators: voices from early-career teacher educators
Zia Tajeddin, Zahra Keshvari
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Developing a teaching-research nexus in teacher education: recounts of an educator’s self-study
Khalid Mohammed Idris, Hanna Posti-Ahokas, Elina Lehtomäki
Teaching in Higher Education (2024), pp. 1-17
Closed Access
Understanding the professional identity of university-based teacher educators: A systematic review of the literature
Jingjing Liang, Kane Meissel, Fiona Ell
International Journal of Educational Research (2024) Vol. 127, pp. 102406-102406
Open Access
Hearing The Voices Of School Heads On Fostering Learning Environment In Schools: A Phenomenology
MAED - ARA MAY O. AQUINO, Ph.D - Mervin G.Salmon
International Journal For Multidisciplinary Research (2024) Vol. 6, Iss. 4
Open Access
A performance evaluation index for student satisfaction in online live classes of Chinese language and literature
Chunhua Liu, P. Y. Yang
European Journal of Education (2024) Vol. 59, Iss. 4
Closed Access
From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons
Xiaoyan Li, Wei Liao, Qiujin Dong, et al.
Teaching and Teacher Education (2024) Vol. 152, pp. 104810-104810
Closed Access
Teacher educators in an academic writing community: Fostering agency and well-being
Nikki Aharonian
Teaching and Teacher Education (2024) Vol. 152, pp. 104814-104814
Closed Access
Professional Development of Chinese University-Based Teacher Educators Working as Guide Professors in the Reciprocal Learning Program
Na Wu, Yibing Liu
(2024), pp. 221-239
Closed Access
Teachers' professional journey: Charting achievement recognition, career adaptability, and task performance
Lingyan Meng, Bárbara Briscioli
Acta Psychologica (2024) Vol. 250, pp. 104572-104572
Open Access
From local to global
Khulod Aljehani
Journal of English for Research Publication Purposes (2024) Vol. 5, Iss. 1-2, pp. 31-59
Closed Access
Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers
Md. Saiful Alam, Adelina Asmawi
Review of Education (2023) Vol. 11, Iss. 3
Closed Access
Examination of High School Physics Teachers’ Professional Identity: A Case Study
Özden Şengül
e-Kafkas Eğitim Araştırmaları Dergisi (2023) Vol. 10, Iss. 3, pp. 505-519
Open Access
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