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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 professional development of teacher educators in a productive way
Fer Boei, Jurriën Dengerink, Janneke Geursen, et al.
Journal of Education for Teaching International Research and Pedagogy (2015) Vol. 41, Iss. 4, pp. 351-368
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

A bibliometric and systematic review of literature on teacher educators during the times of neoliberal internationalisation
Ngan Thi Lan Nguyen
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Collaborative teacher educator professional development in Europe: different voices, one goal
Mieke Lunenberg, Jean Murray, Kari Smith, et al.
Professional Development in Education (2016) Vol. 43, Iss. 4, pp. 556-572
Open Access | Times Cited: 53
Using Collaborative Self-Study to Examine Writing Teacher Educators’ Career Continuums
Joy Myers, Danielle L. DeFauw, Jennifer Sanders, et al.
Studying Teacher Education (2022) Vol. 19, Iss. 1, pp. 44-62
Closed Access | Times Cited: 26
Talk about student learning: Promoting professional growth among teacher educators
Linor L. Hadar, David L. Brody
Teaching and Teacher Education (2016) Vol. 59, pp. 101-114
Closed Access | Times Cited: 41
Critical moments in the process of educational change: understanding the dynamics of change among teacher educators
David L. Brody, Linor L. Hadar
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 50-65
Closed Access | Times Cited: 23
Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition
Penny Amott
Professional Development in Education (2017) Vol. 44, Iss. 4, pp. 476-491
Closed Access | Times Cited: 20
Qualities of the professional English language teacher educator: Implications for achieving quality and accountability
Ali Al-Issa
Cogent Education (2017) Vol. 4, Iss. 1, pp. 1326652-1326652
Open Access | Times Cited: 19
Finnish teacher educators’ preferences for their professional development – quantitative exploration
Reijo Byman, Riitta Jyrhämä, Katariina Stenberg, et al.
European Journal of Teacher Education (2020) Vol. 44, Iss. 4, pp. 432-451
Open Access | Times Cited: 16
Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership
Elizabeth White, Miranda Timmermans, Claire Dickerson
European Journal of Teacher Education (2020) Vol. 45, Iss. 2, pp. 282-298
Closed Access | Times Cited: 16
Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe
Mieke Lunenberg, Ann MacPhail, Elizabeth White, et al.
Springer international handbooks of education (2019), pp. 1-30
Closed Access | Times Cited: 16
Perfil del formador de formadores: una revisión sistemática de literatura
Lilian Castro-Durán, Gonzalo Fonseca Grandón, Oscar Herrera Gacitua, et al.
Educación y Educadores (2022) Vol. 25, Iss. 1, pp. 1-16
Open Access | Times Cited: 8
Extending the teacher educator role: developing tools for working with school mentors
Alaster Scott Douglas
Professional Development in Education (2016) Vol. 43, Iss. 5, pp. 841-859
Open Access | Times Cited: 12
The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry
Graham Parr, Scott Bulfin, Fleur Diamond, et al.
Oxford Review of Education (2019) Vol. 46, Iss. 2, pp. 238-256
Closed Access | Times Cited: 11
Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models
Dwi Astuti Wahyu Nurhayati
DINAMIKA ILMU (2018) Vol. 18, Iss. 1, pp. 91-108
Open Access | Times Cited: 10
A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review
Yvonne M. Hemmler, Julian Rasch, Dirk Ifenthaler
TechTrends (2022) Vol. 67, Iss. 1, pp. 98-111
Open Access | Times Cited: 6
Internal and external forces: Technology uses among English language teacher educators in South Korea
Ksan Rubadeau
Australasian Journal of Educational Technology (2018) Vol. 34, Iss. 5
Open Access | Times Cited: 9
Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam
Hue Tran
(2016)
Open Access | Times Cited: 5
Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project
Phuong Hoang Yen, Anh Thi Nguyen, Le Thanh Thao, et al.
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 9, pp. 62-84
Open Access | Times Cited: 2
Designing for vibrant and robust Communities of Practice in blended learning environments
Jacqueline Batchelor
Perspectives in Education (2020) Vol. 38, Iss. 1, pp. 1-15
Open Access | Times Cited: 5
A szakmai továbbképzések szerepe az angoltanár-képzésben oktatók IKT készségfejlesztésében: longitudinális esettanulmány a magyar felsőoktatási kontextusban a Covid-19 idején
Imre Fekete, Rita Divéki
Magyar Pedagógia (2022) Vol. 122, Iss. 1, pp. 21-45
Open Access | Times Cited: 3
The Views of Pre-service EFL Teachers on Teaching Assistant Practice in Language Teaching
Sinan Bataklar, Aygül Bahadır
Yaşadıkça Eğitim (2024) Vol. 38, Iss. 2, pp. 274-283
Open Access
Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative
Phuong Hoang Yen, Pham Trut Thuy, Nguyen Huong Tra, et al.
International Journal of Instruction (2024) Vol. 17, Iss. 3, pp. 79-98
Open Access
Transformative Impact of Teacher Activity Groups on Vietnamese K-12 Teachers’ Professional Growth: A Study of Satisfaction
Phuong Hoang Yen, Helen Lunney, Anh Thi Nguyen, et al.
Journal of Language Teaching and Research (2024) Vol. 15, Iss. 4, pp. 1105-1116
Open Access
“Close to my Heart”: Teacher Educators Building Racial Literacies
Catherine Lammert, Amy Tondreau, Xiufang Chen, et al.
Literacy Research Theory Method and Practice (2024)
Closed Access
Teacher Educators Using Cogenerative Dialogue to Reclaim Professionalism
Deborah Heck, Helen Grimmett, Linda‐Dianne Willis
Springer eBooks (2019), pp. 137-156
Closed Access | Times Cited: 3
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