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OpenAlex Citation Counts

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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:

Landmarks in the professional and academic development of mid-career teacher educators
Vivienne Griffiths, Simon Thompson, Liz Hryniewicz
European Journal of Teacher Education (2013) Vol. 37, Iss. 1, pp. 74-90
Closed Access | Times Cited: 60

Showing 1-25 of 60 citing articles:

Professionally Developing as a Teacher Educator
John Loughran
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 271-283
Closed Access | Times Cited: 445
Developing a teacher identity in the university context: a systematic review of the literature
Thea van Lankveld, Judith Schoonenboom, M.L.L. Volman, et al.
Higher Education Research & Development (2016) Vol. 36, Iss. 2, pp. 325-342
Open Access | Times Cited: 343
The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Gerry Czerniawski, Ainat Guberman, Ann MacPhail
European Journal of Teacher Education (2016) Vol. 40, Iss. 1, pp. 127-140
Open Access | Times Cited: 151
Promoting professional digital competence in student teachers: teacher educators’ task perception matters
Ilka Nagel
European Journal of Teacher Education (2025), pp. 1-19
Open Access
The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Gerry Czerniawski, Donald Gray, Ann MacPhail, et al.
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 2, pp. 133-148
Open Access | Times Cited: 57
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
Teaching and Teacher Education (2023) Vol. 130, pp. 104184-104184
Open Access | Times Cited: 14
Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development
Hanne Tack, Martin Valcke, Isabel Rots, et al.
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 86-104
Closed Access | Times Cited: 44
Assessment of pharmacists’ knowledge, attitude and practice in chain community pharmacies towards their current function and performance in Indonesia
Umi Athiyah, Catur Dian Setiawan, Gesnita Nugaheni, et al.
Pharmacy Practice (2019) Vol. 17, Iss. 3, pp. 1518-1518
Open Access | Times Cited: 36
New directions for teacher education: investigating school/university partnership in an increasingly school-based context
Alison Jackson, James G. Burch
Professional Development in Education (2018) Vol. 45, Iss. 1, pp. 138-150
Open Access | Times Cited: 36
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions
Raimo Kaasila, Sonja Lutovac, Minna Uitto
European Journal of Teacher Education (2023), pp. 1-20
Open Access | Times Cited: 8
Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
Hanne Tack, Ruben Vanderlinde
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 459-477
Closed Access | Times Cited: 25
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
Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
Ainat Guberman, Marit Ulvik, Ann MacPhail, et al.
European Journal of Teacher Education (2020) Vol. 44, Iss. 4, pp. 468-485
Open Access | Times Cited: 22
A Narrative Inquiry of Transnational Language Teachers’ Professional Identity Construction
Yuanyuan Liu, Xiaoli Li
Journal of Language Identity & Education (2023), pp. 1-18
Closed Access | Times Cited: 7
The professional path to become a teacher educator: the experience of Chilean teacher educators
Helena Montenegro Maggio
Professional Development in Education (2015) Vol. 42, Iss. 4, pp. 527-546
Closed Access | Times Cited: 21
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Ainat Guberman, Oded Mcdossi
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 507-522
Closed Access | Times Cited: 21
Teacher educators’ conceptions of modeling: A phenomenographic study
Helena Montenegro
Teaching and Teacher Education (2020) Vol. 94, pp. 103097-103097
Closed Access | Times Cited: 19
Who do they think they are? Professional identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
European Journal of Teacher Education (2023), pp. 1-21
Open Access | Times Cited: 6
Higher education-based teacher educators’ researcherly disposition: An international perspective
Hanne Tack, Ainat Guberman, Ann MacPhail, et al.
European Journal of Teacher Education (2023), pp. 1-13
Closed Access | Times Cited: 6
Characteristics of research into professional learning across professions: A mapping review
Vivienne Baumfield, Alison Bethel, Aimee Dowek, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
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 Ideal Teacher Educators
Nihal Tunca, Senar ALKIN-ŞAHİN, Aytunga Oğuz, et al.
Turkish Online Journal of Qualitative Inquiry (2015) Vol. 6, Iss. 2, pp. 122-122
Open Access | Times Cited: 18
The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher
Xiaolei Ruan, Xinmin Zheng
Learning Culture and Social Interaction (2019) Vol. 21, pp. 348-361
Closed Access | Times Cited: 18
Improving teacher education in the Netherlands: data team as learning team?
Erik Bolhuis, Kim Schildkamp, Joke Voogt
European Journal of Teacher Education (2016) Vol. 39, Iss. 3, pp. 320-339
Open Access | Times Cited: 16
Professional learning and development needs of Chinese university-based physical education teacher educators
Yueying Gong, Ann MacPhail, Ainat Guberman
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 154-170
Open Access | Times Cited: 12
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