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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:

‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development
Sonja Lutovac, María Assunção Flores
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 3, pp. 379-394
Open Access | Times Cited: 40

Showing 1-25 of 40 citing articles:

Understanding teacher identity in teachers' professional lives: A systematic review of the literature
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 36
Resilience in educational system: A systematic review and directions for future research
Elaine Q. Borazon, Hsueh‐Hua Chuang
International Journal of Educational Development (2023) Vol. 99, pp. 102761-102761
Closed Access | Times Cited: 21
Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency
Pınar Güner, Çiğdem Kılıç, Eyüp Sevimli, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Looking at assessment through critical incidents written by preservice teachers: a study conducted in Portugal
Diana Pereira, Eva Maria Lopes Fernandes, Sonja Lutovac, et al.
Reflective Practice (2025), pp. 1-20
Closed Access
Association between prospective elementary school teachers’ year of study and their type of conception of intelligence
Vanessa Hanin, Stéphane Colognesi, A.-C. Cambier, et al.
International Journal of Educational Research (2022) Vol. 115, pp. 102039-102039
Closed Access | Times Cited: 12
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
Amber Simpson, Alice Anderson, Megan Goeke, et al.
British Journal of Educational Psychology (2023) Vol. 95, Iss. 1, pp. 26-40
Closed Access | Times Cited: 6
Exploration of science teacher identity construction through various lived experiences
Ari Dhinansah Herdhiyani, Endang Purwaningsih, Arif Hidayat
Momentum Physics Education Journal (2024) Vol. 8, Iss. 1, pp. 32-41
Open Access | Times Cited: 1
‘A teacher’s work is many things, but one thing it is not is easy’: pre-service teachers’ conceptions of teachers’ work
Sonja Lutovac, Minna Körkkö
European Journal of Teacher Education (2024), pp. 1-18
Open Access | Times Cited: 1
Teaching Religious Moderation to Pre-Service Teachers: An Indonesian Case Study
Yedi Purwanto, Endis Firdaus, Achmad Faqihuddin
Religious Education (2024) Vol. 119, Iss. 4, pp. 307-320
Closed Access | Times Cited: 1
Museum Educators Perspective of Failure: A Collective Frame Analysis
Amber Simpson, Andrew Osterhout, Alice Anderson, et al.
Curator The Museum Journal (2024)
Open Access | Times Cited: 1
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
Towards conceptualising failure in mathematics as an autobiographical experience
Sonja Lutovac, Raimo Kaasila
European Journal of Teacher Education (2021) Vol. 45, Iss. 5, pp. 689-706
Open Access | Times Cited: 7
On-entry teacher screening using simulation: capturing and measuring ITE candidates’ non-academic teaching dispositions
Peter R. Whipp, Chad Morrison, Susan Ledger, et al.
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 4, pp. 643-659
Open Access
Elementary Teachers Lived Experiences in Handling Learners with Behavioral Difficulties
Christine Gay H. Catubig, Angel Fe D. Alas, Annabelle C. Danganon, et al.
International Journal of Research Publications (2024) Vol. 149, Iss. 1
Open Access
Turbulence throughout teacher education: a case study of negotiating teacher identity
Katariina Stenberg, Katriina Maaranen, Eeva Kaisa Hyry‐Beihammer, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-13
Open Access
Exploring teacher understanding of curriculum and assessment policy statement document implementation in South African schools
Medwin Dikwanyane Sepadi, Karabo Molapo
Frontiers in Education (2024) Vol. 9
Open Access
Integrating Empathy in EFL Education: A Study of Vietnamese Tertiary Teachers’ Adaptive Responses
Hua Hong Hieu, Le Thanh Thao
Journal of Language Teaching and Research (2024) Vol. 15, Iss. 4, pp. 1381-1389
Open Access
Relatos del proceso de construcción identitaria del profesorado de y para la justicia social
Marisa Guzmán Munita, Carolina Pilar Villagra Bravo, Angélica Riquelme Arredondo, et al.
Revista Enfoques Educacionales (2024) Vol. 21, Iss. 1, pp. 1-21
Open Access
A systematic literature review of building resilience for pre-service teachers
Guanglun Michael Mu
International Journal of Educational Research (2024) Vol. 128, pp. 102476-102476
Open Access
Beginning Teachers Navigating Identity Development Transitions: Identity Motives and Commitment to Teaching
Lori L. Abramson, Elli P. Schachter
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1170-1170
Open Access
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges
Weiran Wu, Yuchen Wu, Ge Song, et al.
Teaching and Teacher Education (2024) Vol. 155, pp. 104880-104880
Closed Access
Preservice subject teachers’ beliefs about teacher subject interest: love for a subject as a resource and a challenge
Johanna Havia, Sonja Lutovac, Raimo Kaasila
European Journal of Teacher Education (2024), pp. 1-18
Closed Access
The mobilization of emotions, moral commitment, and political commitment as dimensions of the movement for the constitution of the professional identity of prospective Mathematics teachers: the Supervised Teaching Practice
Paulo Henrique Rodrigues, Márcia Cristina de Costa Trindade Cyrino
Revista Internacional de Pesquisa em Educação Matemática (2023) Vol. 13, Iss. 4, pp. 1-19
Open Access | Times Cited: 1
Early Teacher Identity and Personality: Exploring the Links Through a Mixed Method Approach
İhsan Ünaldı, Serdar Tekin, Ercan Kaçmaz
International Journal of Psychology and Educational Studies (2023) Vol. 11, Iss. 1, pp. 1-12
Open Access | Times Cited: 1
Holding the Space: A Teacher Educator’s Poetic Representations of Pre-service Teachers Acts of Self-Care
Narelle Lemon
Springer eBooks (2021), pp. 169-193
Closed Access | Times Cited: 3
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