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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:

Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection
Raili Allas, Äli Leijen, Auli Toom
Scandinavian Journal of Educational Research (2016) Vol. 61, Iss. 5, pp. 600-615
Closed Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

TEACHER AGENCY FOLLOWING THE ECOLOGICAL MODEL: HOW IT IS ACHIEVED AND HOW IT COULD BE STRENGTHENED BY DIFFERENT TYPES OF REFLECTION
Äli Leijen, Margus Pedaste, Liina Lepp
British Journal of Educational Studies (2019) Vol. 68, Iss. 3, pp. 295-310
Open Access | Times Cited: 121
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?
Auli Toom, Janne Pietarinen, Tiina Soini, et al.
Teaching and Teacher Education (2017) Vol. 63, pp. 126-136
Closed Access | Times Cited: 84
A systematic literature review about the level of digital competences defined by DigCompEdu in higher education
Eider Bilbao Aiastui, Arantza Arruti, Roberto Carballedo Morillo
Aula Abierta (2021) Vol. 50, Iss. 4, pp. 841-850
Open Access | Times Cited: 45
Interactive oral assessment: Staff perceptions, challenges and benefits of this robust, authentic assessment design approach
Fiona O’Riordan, Jagadeeswaran Thangaraj, Prajakta Girme, et al.
Innovations in Education and Teaching International (2025), pp. 1-14
Open Access
Student-teachers’ strategies in classroom interaction in the context of the teaching practicum
Lauri Heikonen, Auli Toom, Kirsi Pyhältö, et al.
Journal of Education for Teaching International Research and Pedagogy (2017) Vol. 43, Iss. 5, pp. 534-549
Open Access | Times Cited: 46
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
Raili Allas, Äli Leijen, Auli Toom
Teachers and Teaching (2020) Vol. 26, Iss. 2, pp. 166-192
Closed Access | Times Cited: 29
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
Despoina Georgiou, Sog Yee Mok, Frank Fischer, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 23
Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program
Elly Wildeman, Maaike Koopman, Douwe Beijaard
Teaching and Teacher Education (2022) Vol. 112, pp. 103626-103626
Open Access | Times Cited: 12
Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
Auli Toom, Mikko Tiilikainen, Lauri Heikonen, et al.
Teachers and Teaching (2019) Vol. 25, Iss. 5, pp. 536-552
Closed Access | Times Cited: 21
Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education
Terhi Nokkala, Melina Aarnikoivu, Johanna Kiili
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 5, pp. 865-878
Open Access | Times Cited: 15
Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs
Liu Mei, Rosanne Zwart, Larike H. Bronkhorst, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103525-103525
Open Access | Times Cited: 14
What difference do standards make to educating teachers?
Nóra Révai
OECD education working papers (2018)
Open Access | Times Cited: 18
Reconstructing choice, reason and disposition in teachers’ practical theories of teaching (PTs)
Mikko Tiilikainen, Auli Toom, Janne Lepola, et al.
Teaching and Teacher Education (2018) Vol. 79, pp. 124-136
Closed Access | Times Cited: 18
Dialogue for Bridging Student Teachers’ Personal and Professional Identity
Äli Leijen, Katrin Kullasepp, Aivi Toompalu
Cultural psychology of education (2017), pp. 97-110
Closed Access | Times Cited: 16
Supporting pre-service dance teachers’ reflection with different reflection procedures
Äli Leijen, Anu Sööt
Research in Dance Education (2016) Vol. 17, Iss. 3, pp. 176-188
Closed Access | Times Cited: 14
Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development
Cecilia Ka Yuk Chan, Hannah Y. H. Wong
Active Learning in Higher Education (2021) Vol. 24, Iss. 3, pp. 239-256
Closed Access | Times Cited: 12
Teacher identity as inquirer: voices of teacher educators
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 140-158
Closed Access | Times Cited: 12
Progress in performance in teacher training through the work on own video- and text-based teaching cases? An intervention study in relation to the improvement of feedback for trainee PE teachers
Matthias Baumgartner
Zeitschrift für Erziehungswissenschaft (2018) Vol. 21, Iss. 6, pp. 1135-1155
Open Access | Times Cited: 11
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection
Outi Tiainen, Sonja Lutovac
European Journal of Teacher Education (2022) Vol. 47, Iss. 4, pp. 676-694
Open Access | Times Cited: 6
Revista de Investigación en Educación, 21(2)
Revista De Investigación en Educación
Revista de Investigación en Educación (2023) Vol. 21, Iss. 2
Open Access | Times Cited: 3
The complex zone of constructivist teaching: a multi-case exploration in primary classrooms
Mikko Tiilikainen, Juuso Karjalainen, Auli Toom, et al.
Research Papers in Education (2017) Vol. 34, Iss. 1, pp. 38-60
Closed Access | Times Cited: 9
Praksisfortelling, refleksjon og transformativ læring
May-Britt Revheim Brekke, Marianne Leikvoll Eide
Acta Didactica Norge (2019) Vol. 13, Iss. 3
Open Access | Times Cited: 9
Context guided instruction to develop reflection competence of education professionals
Fjolla Kaçaniku, Majlinda Gjelaj, Blerim Saqipi
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 1, pp. 48-67
Closed Access | Times Cited: 8
Rol del profesor colaborador en contextos de práctica profesional, desde la voz de sus protagonistas
Catherine Flores Gómez, José Francisco Perez Quintero, Paula Villalobos Vergara
Sophia Austral (2023)
Open Access | Times Cited: 2
El pensamiento reflexivo en la Formación Inicial del Profesorado: una aproximación desde las actividades formativas
Juan López-Arias, Marita Sánchez Moreno
Revista de Investigación en Educación (2023) Vol. 21, Iss. 2, pp. 208-225
Open Access | Times Cited: 2
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