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:
Evidence-informed teaching and practice-informed research
Leila E. Ferguson
Zeitschrift für Pädagogische Psychologie (2021) Vol. 35, Iss. 2-3, pp. 199-208
Open Access | Times Cited: 15
Leila E. Ferguson
Zeitschrift für Pädagogische Psychologie (2021) Vol. 35, Iss. 2-3, pp. 199-208
Open Access | Times Cited: 15
Showing 15 citing articles:
Mapping the Evolution of Evidence-Based Teaching in Science Education: A Bibliometric Approach
İpek Derman, Sevim Bezen
Uluslararası Türk Eğitim Bilimleri Dergisi (2025) Vol. 13, Iss. 1, pp. 1-38
Open Access
İpek Derman, Sevim Bezen
Uluslararası Türk Eğitim Bilimleri Dergisi (2025) Vol. 13, Iss. 1, pp. 1-38
Open Access
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, et al.
Journal of Teacher Education (2022) Vol. 74, Iss. 1, pp. 55-68
Open Access | Times Cited: 14
Leila E. Ferguson, Ivar Bråten, Magne Skibsted Jensen, et al.
Journal of Teacher Education (2022) Vol. 74, Iss. 1, pp. 55-68
Open Access | Times Cited: 14
(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften
Johannes Bauer, Ingo Kollar
Unterrichtswissenschaft (2023) Vol. 51, Iss. 1, pp. 123-147
Open Access | Times Cited: 8
Johannes Bauer, Ingo Kollar
Unterrichtswissenschaft (2023) Vol. 51, Iss. 1, pp. 123-147
Open Access | Times Cited: 8
Perspectivas académicas del nexo enseñanza-investigación en la formación inicial del profesorado en Portugal
Carlinda Leite, Paulo Marinho, Fátima Sousa-Pereira
Educación XX1 (2023) Vol. 26, Iss. 1, pp. 71-91
Open Access | Times Cited: 7
Carlinda Leite, Paulo Marinho, Fátima Sousa-Pereira
Educación XX1 (2023) Vol. 26, Iss. 1, pp. 71-91
Open Access | Times Cited: 7
Pre-service teachers’ latent profile transitions in the evaluation of evidence
Timo Reuter, Miriam Leuchter
Teaching and Teacher Education (2023) Vol. 132, pp. 104248-104248
Open Access | Times Cited: 6
Timo Reuter, Miriam Leuchter
Teaching and Teacher Education (2023) Vol. 132, pp. 104248-104248
Open Access | Times Cited: 6
Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach
Leila E. Ferguson, Ivar Bråten
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 10
Leila E. Ferguson, Ivar Bråten
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 10
Profesores que forman profesores en Portugal: ¿qué perfil investigador? ¿Qué condiciones?
Carlinda Leite, Fátima Sousa-Pereira, Paulo Marinho
Profesorado Revista de Currículum y Formación del Profesorado (2023) Vol. 27, Iss. 1, pp. 301-320
Open Access | Times Cited: 5
Carlinda Leite, Fátima Sousa-Pereira, Paulo Marinho
Profesorado Revista de Currículum y Formación del Profesorado (2023) Vol. 27, Iss. 1, pp. 301-320
Open Access | Times Cited: 5
Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science
Thamar Voss
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 7
Thamar Voss
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 7
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice
Luisa Nägel, Victoria Bleck, Frank Lipowsky
Teaching and Teacher Education (2022) Vol. 121, pp. 103911-103911
Closed Access | Times Cited: 7
Luisa Nägel, Victoria Bleck, Frank Lipowsky
Teaching and Teacher Education (2022) Vol. 121, pp. 103911-103911
Closed Access | Times Cited: 7
Rethinking teacher education in pandemic times and beyond
Ee Ling Low
Educational Research for Policy and Practice (2023)
Open Access | Times Cited: 3
Ee Ling Low
Educational Research for Policy and Practice (2023)
Open Access | Times Cited: 3
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources
Bernadette Gold, Eva Thomm, Johannes Bauer
British Journal of Educational Psychology (2023) Vol. 94, Iss. 1, pp. 216-230
Open Access | Times Cited: 3
Bernadette Gold, Eva Thomm, Johannes Bauer
British Journal of Educational Psychology (2023) Vol. 94, Iss. 1, pp. 216-230
Open Access | Times Cited: 3
Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow?
Michael Rochnia, Cornelia Gräsel
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 5
Michael Rochnia, Cornelia Gräsel
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 5
Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts
Theresa Wilkes, Lisa Stark, Kati Trempler, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Theresa Wilkes, Lisa Stark, Kati Trempler, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality
Michael Rochnia, Falk Radisch, Claudia Kastens
Education Sciences (2023) Vol. 13, Iss. 4, pp. 381-381
Open Access | Times Cited: 2
Michael Rochnia, Falk Radisch, Claudia Kastens
Education Sciences (2023) Vol. 13, Iss. 4, pp. 381-381
Open Access | Times Cited: 2
Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving
Theresa Krause-Wichmann, Martin Greisel, Christina Wekerle, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Theresa Krause-Wichmann, Martin Greisel, Christina Wekerle, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
