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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:

Student teachers’ development of a positive attitude towards research and research knowledge and skills
Wietse van der Linden, Anouke Bakx, Anje Ros, et al.
European Journal of Teacher Education (2012) Vol. 35, Iss. 4, pp. 401-419
Closed Access | Times Cited: 72

Showing 1-25 of 72 citing articles:

Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building
Yuqin Yang, Gaoxia Zhu, Daner Sun, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 2, pp. 249-292
Open Access | Times Cited: 39
Pre-service teacher research: a way to future-proof teachers?
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 435-455
Open Access | Times Cited: 41
The development of student teachers’ research knowledge, beliefs and attitude
Wietse van der Linden, Anouke Bakx, Anje Ros, et al.
Journal of Education for Teaching International Research and Pedagogy (2015) Vol. 41, Iss. 1, pp. 4-18
Open Access | Times Cited: 58
Investigating the Influence of a Gamified Resource on Healthcare Students’ Attitudes, Confidence, and Knowledge Regarding Research Concepts: A Mixed-Method Study
Lise Johns, Leanne Bisset, Stacey Weightman, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 112-112
Open Access
Development and validation of generative artificial intelligence attitude scale for students
Agostino Marengo, Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz, et al.
Frontiers in Computer Science (2025) Vol. 7
Open Access
Teachers' role in stimulating students’ inquiry habit of mind in primary schools
Lisette Uiterwijk-Luijk, Meta Krüger, Bonne J. H. Zijlstra, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102894-102894
Open Access | Times Cited: 40
Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools
Julia Julia, Herman Subarjah, Muhd Ikmal Isyraf Mohd Maulana, et al.
European Journal of Educational Research (2020) Vol. volume-9-2020, Iss. volume-9-issue-2-april-2020, pp. 655-673
Open Access | Times Cited: 38
Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs
Samuel Merk, Tom Rosman, Julia Rueß, et al.
PLoS ONE (2017) Vol. 12, Iss. 9, pp. e0184971-e0184971
Open Access | Times Cited: 37
The influence of undergraduate students’ research attitudes on their intentions for research usage in their future professional practice
D.M.E. Griffioen
Innovations in Education and Teaching International (2018) Vol. 56, Iss. 2, pp. 162-172
Closed Access | Times Cited: 36
Undergraduate student teachers’ views and experiences of a compulsory course in research methods
B.J.J. Lombard, Magda Kloppers
South African Journal of Education (2015) Vol. 35, Iss. 1, pp. 1-14
Open Access | Times Cited: 34
‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research
Chunmei Yan
Educational Action Research (2016) Vol. 25, Iss. 5, pp. 704-719
Closed Access | Times Cited: 29
Smart but Evil? Student-Teachers’ Perception of Educational Researchers’ Epistemic Trustworthiness
Samuel Merk, Tom Rosman
AERA Open (2019) Vol. 5, Iss. 3
Open Access | Times Cited: 27
Condiciones pedagógicas y desafíos para el desarrollo de competencias investigativas
Carla Leticia Paz-Delgado, Lorenzo Estrada
Revista Electrónica de Investigación Educativa (2022) Vol. 24, pp. 1-17
Open Access | Times Cited: 15
Percepciones de los docentes en formación sobre la investigación educativa
Haylen Perinés, F. Javier Murillo
Estudios pedagógicos (2017) Vol. 43, Iss. 1, pp. 251-268
Open Access | Times Cited: 27
Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work
Marta Kowalczuk‐Walędziak, Amélia Lopes, M James Underwood, et al.
Teaching Education (2019) Vol. 31, Iss. 4, pp. 459-479
Open Access | Times Cited: 25
The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
Jan Baan, Lisa Gaikhorst, J.E. van 't Noordende, et al.
Teaching and Teacher Education (2019) Vol. 84, pp. 74-82
Open Access | Times Cited: 23
Stimulating teachers’ inquiring attitude in academic and professional teacher education programmes
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
European Journal of Teacher Education (2019) Vol. 43, Iss. 3, pp. 352-367
Open Access | Times Cited: 23
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Ben H.J. Smit, Dineke E.H. Tigelaar, Amanda Berry, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104460-104460
Open Access | Times Cited: 2
Development and Validation of Generative Artificial Intelligence Attitude Scale for Students
Fatma Gizem Karaoğlan Yılmaz, Agostino Marengo, Ramazan Yılmaz, et al.
(2024)
Closed Access | Times Cited: 2
Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective
D.M.E. Griffioen, Uulkje de Jong
Higher Education Policy (2012) Vol. 26, Iss. 2, pp. 173-191
Closed Access | Times Cited: 24
A design-based approach to introducing student teachers in conducting and using research
Wietse Petrus Wilhelmus Jacobus van der Linden
(2012)
Closed Access | Times Cited: 24
Using Flipped Learning to Improve Scientific Research Skills of Teacher Candidates
İşıner Sever, Bilal Öncül, Ali Ersoy
Universal Journal of Educational Research (2019) Vol. 7, Iss. 2, pp. 521-535
Open Access | Times Cited: 22
The relationship between psychological factors and inquiry-based working by primary school teachers
Lisette Uiterwijk-Luijk, Meta Krüger, Bonne J. H. Zijlstra, et al.
Educational Studies (2016) Vol. 43, Iss. 2, pp. 147-164
Open Access | Times Cited: 21
Teachers as evaluators: Results from a systematic literature review
Amanda McFadden, Kate Williams
Studies In Educational Evaluation (2019) Vol. 64, pp. 100830-100830
Open Access | Times Cited: 21
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
Journal of Teacher Education (2021) Vol. 73, Iss. 3, pp. 286-300
Open Access | Times Cited: 17
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