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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:

Novice teachers and embracing struggle: Dialogue and reflection in professional development
Trevor Thomas Stewart, Timothy A. Jansky
Teaching and Teacher Education Leadership and Professional Development (2022) Vol. 1, pp. 100002-100002
Open Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)
Carles Monereo i Font, Hubert J. M. Hermans
Journal for the Study of Education and Development Infancia y Aprendizaje (2023) Vol. 46, Iss. 3, pp. 445-491
Open Access | Times Cited: 18
Potential implications of social covenants on practitioners
Bailey Nafziger
Cultural Studies of Science Education (2025)
Closed Access
Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress
Wilfried Admiraal, Karl-Ingar Kittelsen Røberg, Jannecke Wiers‐Jenssen, et al.
Social Psychology of Education (2023) Vol. 26, Iss. 6, pp. 1759-1787
Open Access | Times Cited: 14
Leveraging Classroom Learning: Strengthening Instructional Supervision to Foster Teacher Development
Abdurajim Abdurahman, Sitti Berkis Sabtula, Fatima Abdurahman
Sprin Journal of Arts Humanities and Social Sciences (2025) Vol. 4, Iss. 1, pp. 8-18
Closed Access
What Role Does the Strength of Character of Institutions Play in the Planning and Leadership of Public Universities in Rivers State, Nigeria?
Stella Cheta-Maclean, Nwachukwu Prince Ololube
Deleted Journal (2025) Vol. 17, Iss. 1, pp. 502-536
Closed Access
Introduction: Setting the Scene
E. Jayne White, Mahtab Janfada
Oxford University Press eBooks (2025), pp. 1-19
Closed Access
Exploring beginning teachers’ experiences in a liminal phase: influential encounters of consequential and authoritative reassurance
Jeana Kriewaldt, Wendy Carss, Bronwen Cowie, et al.
Cambridge Journal of Education (2025), pp. 1-19
Open Access
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
Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective
Tatik Tatik, Hoa Thi Mai Nguyen, Tony Loughland
Teaching and Teacher Education (2025) Vol. 159, pp. 105013-105013
Open Access
Professional Learning Community as a Site for Addressing Emotional Tensions: Contributions to Language Teacher Identity (Re)construction
Mostafa Nazari, Zahra Keshvari, Guangwei Hu
British Journal of Educational Studies (2025), pp. 1-24
Closed Access
Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities
Yansi Hou, Shuangye Chen, Shulin Yu
Teaching and Teacher Education (2023) Vol. 132, pp. 104244-104244
Open Access | Times Cited: 8
Strategies for Improving the Professionalism of Islamic Education Teachers at University
Asikin Nor, Muhammad Yusuf, Ibnu Arabi
Tafkir Interdisciplinary Journal of Islamic Education (2024) Vol. 5, Iss. 1, pp. 40-61
Open Access | Times Cited: 2
High-quality practicum – according to teacher education students on their practicum at partnership schools
Eirik S. Jenssen, Frode Olav Haara
European Journal of Teacher Education (2024), pp. 1-19
Open Access | Times Cited: 2
The emotional significant negative events and wellbeing of student teachers during initial teacher training: The case of physical education
Magali Descoeudres, Valérian Cece, Vanessa Lentillon‐Kaestner
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations
Magali Descoeudres
Education Sciences (2023) Vol. 13, Iss. 5, pp. 437-437
Open Access | Times Cited: 4
On the journey from cognizance toward thriving: Iranian EFL teachers’ engagement in reflective practice and professional development: the mediating effect of teacher mindfulness
Hiwa Weisi, Maryam Salari
Reflective Practice (2024) Vol. 25, Iss. 4, pp. 550-564
Closed Access | Times Cited: 1
Classroom management competence of novice teachers in Vietnam
Ngô Vũ Thu Hằng, Nguyễn Thị Thúy Hằng, Nguyễn Thị Liên
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 3
The influence of past experiences on the activity of tutor teachers in training
Magali Descoeudres
Frontiers in Education (2024) Vol. 9
Open Access
Professional Identity Construction of Novice Translator Trainers in Iran: An Ecological Study
Saeed Ameri
Mutatis Mutandis Revista Latinoamericana de Traducción (2024) Vol. 17, Iss. 1
Open Access
Affordances, constraints and collaborative potential of e-mentoring platforms and their features for K–12 educators: a systematic literature review
Kristina Bell
International Journal of Mentoring and Coaching in Education (2024) Vol. 13, Iss. 3, pp. 346-360
Closed Access
Understanding beginning teachers’ socio-ecological challenges: self-directed learning in the r/Teachers subreddit
Hunhui Na, K. Bret Staudt Willet
Information and Learning Sciences (2024) Vol. 125, Iss. 9, pp. 769-791
Closed Access
THRIVING AS NOVICE LANGUAGE EDUCATORS: OVERCOMING CHALLENGES FOR GLOBAL SUCCESS
Latisha Asmaak Shafie, Raisa Rastom, Nor Azira Mohd Radzi, et al.
International Journal of Modern Education (2024) Vol. 6, Iss. 21, pp. 325-338
Open 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
The Professional Development Challenges Faced By The English Novice Teachers In Post-Pandemic
Naurah Nazhifah
Eduvest - Journal Of Universal Studies (2024) Vol. 4, Iss. 8, pp. 6712-6727
Open Access
Complexity, Struggle, and the Dialogical Self: Learning from New Teachers to Shift the Paradigm of Teacher Education and Professional Learning
Trevor Thomas Stewart, Timothy A. Jansky
Journal of Constructivist Psychology (2024), pp. 1-20
Closed Access
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