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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:

The ethical dimension of teacher practical knowledge: a narrative inquiry into Chinese teachers’ thinking and actions in dilemmatic spaces
Xiangming Chen, Ge Wei, Shuling Jiang
Journal of Curriculum Studies (2016) Vol. 49, Iss. 4, pp. 518-541
Closed Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping
Gang Zhu
Journal of Education for Teaching International Research and Pedagogy (2017), pp. 1-5
Closed Access | Times Cited: 50
FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA
Nomsa Mabena, Patricia Namayammu Mokgosi, S.S. Ramapela
Problems of Education in the 21st Century (2021) Vol. 79, Iss. 3, pp. 451-466
Open Access | Times Cited: 39
Assessment as a dilemmatic space in the GenAI age: mapping and unpacking university teachers’ conflicting priorities in assessment
Jiahui Luo, Chrysa Pui Chi Keung, Hei‐hang Hayes Tang
Assessment & Evaluation in Higher Education (2025), pp. 1-15
Closed Access
Professional Learning in a Web‐Based Community of Practice Of, By, and For Chinese Primary Science Teachers: A Narrative Inquiry
Xiaowan Jin, Xiaowei Tang, Bogomolova T. Yu., et al.
Science Education (2025)
Closed Access
Pre-service teachers' perceptions of teacher morality in China
Wangbei Ye, Wing‐Wah Law
Teaching and Teacher Education (2019) Vol. 86, pp. 102876-102876
Closed Access | Times Cited: 30
Imagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life
Ge Wei
Teaching and Teacher Education (2021) Vol. 102, pp. 103337-103337
Closed Access | Times Cited: 25
Narrative inquiry in China
Shijing Xu, Michael Connelly, Chenkai Chi
Frontiers in Education (2024) Vol. 8
Open Access | Times Cited: 3
Gelijke kansen en aandacht voor begaafdheid: een (on)verenigbaar ideaal?
Marijke van Vijfeijken, Linda van den Bergh, Anouke Bakx
Tijdschrift OnderwijsPraktijk Studies (2024)
Open Access | Times Cited: 2
Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms
Zhongyan Zhang, Martin Lamb
International Journal of Science and Mathematics Education (2024)
Open Access | Times Cited: 1
‘Health first, safety first’: an analysis of the legal system and professional ethics for curriculum enactment in China
Xuan Meng, Andrew Horrell, Paul McMillan
Sport Education and Society (2023), pp. 1-15
Open Access | Times Cited: 3
Developing Teacher Educators’ Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study
Tierney B. Hinman, Ye He, Dawn Bagwell
Studying Teacher Education (2021) Vol. 17, Iss. 3, pp. 330-349
Closed Access | Times Cited: 8
Developing pre-service teachers’ practical knowledge through formative interventions
Ge Wei, Hung-Ying Lee, Chi-Yang Chung
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 3, pp. 384-400
Closed Access | Times Cited: 5
Equity, Equality, and Need: A Qualitative Study into Teachers’ Professional Trade-Offs in Justifying Their Differentiation Practice
Marijke van Vijfeijken, Eddie Denessen, Tamara van Schilt-Mol, et al.
Open Journal of Social Sciences (2021) Vol. 9, Iss. 8, pp. 236-257
Closed Access | Times Cited: 6
How teachers handle differentiation dilemmas in the context of a school’s vision: A case study
Marijke van Vijfeijken, Tamara van Schilt-Mol, Linda van den Bergh, et al.
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 2
Dilemmatic spaces pertaining to digitalisation, equity and increased goal attainment in Swedish schools and preschools
Anna-Lena Godhe, Jens Ideland, Karin Ollinen
Pedagogy Culture and Society (2023), pp. 1-19
Open Access | Times Cited: 2
The mutability of pedagogical practice and space use: a case study of collaborative learning and classroom space in a Chinese primary school
Xi Wang, Ting Wang
Compare A Journal of Comparative and International Education (2020) Vol. 52, Iss. 5, pp. 729-747
Closed Access | Times Cited: 5
Teachers’ ethical responsibility in teaching; to guide the children about right and wrong
Marita Cronqvist
Scandinavian Journal of Educational Research (2024), pp. 1-14
Open Access
Living in Dilemmatic Spaces: Stories of Excessive Entitled Teachers and Their Transformative Agency
Ge Wei
Advances in research on teaching (2024), pp. 117-133
Closed Access
An Examination of Communities of Practice in a Disadvantaged Context in South Africa: The Shared Experiences From Early Childhood Practitioners
Glynnis Daries
E-Journal of Humanities Arts and Social Sciences (2024), pp. 241-253
Open Access
Curriculum implementation challenges and responses during the COVID-19 pandemic in a rural secondary school in South Africa
Tholakele Cynthia Dlamini, Free-Queen Bongiwe Zulu
African Journal of Career Development (2024) Vol. 6, Iss. 1
Open Access
Exploring ethical decision-making in Chinese early childhood teachers
Xiangcheng An, Ronghui Chen, Xiaoqian Lai
Journal of Beliefs and Values (2024), pp. 1-19
Closed Access
Innovations in Teaching and Learning: International Approaches in Developing Teacher Education and Curriculum for The Future

Frontiers research topics (2024)
Open Access
A quantitative study of teachers’ beliefs and practices regarding fair classroom differentiation
Marijke van Vijfeijken, Tamara van Schilt-Mol, Ron H. J. Scholte, et al.
SN Social Sciences (2023) Vol. 3, Iss. 1
Open Access | Times Cited: 1
Principalship amidst dilemmatic spaces: a narrative inquiry at a Catholic girls’ school in Macau
Ge Wei
Asia Pacific Journal of Education (2023), pp. 1-17
Closed Access | Times Cited: 1
Embracing dialogue as breathing: Exploring drama therapy as a tool for facilitating uncomfortable historical conversations
Lireko Qhobela
Drama Therapy Review (2023) Vol. 9, Iss. 1, pp. 9-22
Closed Access | Times Cited: 1
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