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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:

Beginning student teachers’ teacher identities based on their practical theories
Katariina Stenberg, Liisa Karlsson, Harri Pitkäniemi, et al.
European Journal of Teacher Education (2014) Vol. 37, Iss. 2, pp. 204-219
Closed Access | Times Cited: 136

Showing 1-25 of 136 citing articles:

From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
Sarah Schneider Kavanagh, Jenni Conrad, Sarah Dagogo-Jack
Teaching and Teacher Education (2019) Vol. 89, pp. 102991-102991
Open Access | Times Cited: 87
Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education
Mikko Puustinen, Janne Säntti, Anna Koski, et al.
Teaching and Teacher Education (2018) Vol. 74, pp. 170-179
Open Access | Times Cited: 86
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
Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement
Paul Kwame Butakor, Qi Guo, Atinuke O. Adebanji
Psychology in the Schools (2020) Vol. 58, Iss. 3, pp. 534-552
Closed Access | Times Cited: 51
Overarching professional identity themes in student teacher workplace learning
H. Leeferink, Maaike Koopman, Douwe Beijaard, et al.
Teachers and Teaching (2018) Vol. 25, Iss. 1, pp. 69-89
Open Access | Times Cited: 50
An idealistic view of teaching: teacher students’ personal practical theories
Katriina Maaranen, Harri Pitkäniemi, Katariina Stenberg, et al.
Journal of Education for Teaching International Research and Pedagogy (2016) Vol. 42, Iss. 1, pp. 80-92
Closed Access | Times Cited: 47
Multimodal linguistic biographies of prospective foreign language teachers in Germany:reconstructing beliefs about languages and multilingual language learning in initial teacher education
Sílvia Melo‐Pfeifer, Alice Chik
International Journal of Multilingualism (2020) Vol. 19, Iss. 4, pp. 499-522
Closed Access | Times Cited: 37
Pre-service teachers’ professional identity transformation: a positioning theory perspective
Xianhan Huang, Chan Wang
Professional Development in Education (2021) Vol. 50, Iss. 1, pp. 174-191
Closed Access | Times Cited: 27
The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
Carles Monereo i Font
Learning Culture and Social Interaction (2017) Vol. 20, pp. 4-13
Closed Access | Times Cited: 39
Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program
Kaisa Hahl, Erin Mikulec
˜The œAustralian journal of teacher education (2018) Vol. 43, Iss. 12, pp. 42-58
Open Access | Times Cited: 37
Toward a Linguistically Responsive Teacher Identity: An Empirical Review of the Literature
Adrian D. Martin, Kathryn J. Strom
International Multilingual Research Journal (2016) Vol. 10, Iss. 4, pp. 239-253
Closed Access | Times Cited: 36
Real-Time Coaching and Pre-Service Teacher Education
Garth Stahl, Erica Sharplin, Benjamin Kehrwald
Springer eBooks (2017)
Closed Access | Times Cited: 36
Five approaches to pedagogical action research
Reetta Niemi
Educational Action Research (2018) Vol. 27, Iss. 5, pp. 651-666
Closed Access | Times Cited: 35
Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience
Katriina Maaranen, Katariina Stenberg
Reflective Practice (2017) Vol. 18, Iss. 5, pp. 699-712
Closed Access | Times Cited: 33
A case study of early career secondary teachers’ perceptions of their preparedness for teaching: lessons from Australia and Spain
Joana Salazar Noguera, Kerryn McCluskey
Teacher Development (2016) Vol. 21, Iss. 1, pp. 101-117
Closed Access | Times Cited: 32
Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?
Manuel Granjo, José Castro Silva, Francisco Peixoto
European Journal of Teacher Education (2020) Vol. 44, Iss. 2, pp. 158-179
Closed Access | Times Cited: 30
A Teacher’s Personal-Emotional Identity and its Reflection upon the Development of his Professional Identity
Gustavo González‐Calvo, Marta Arias-Carballal
The Qualitative Report (2017)
Open Access | Times Cited: 31
Renaming teaching practice through teacher reflection using critical incidents on a virtual training course
Antoni Badia, Lorena Becerril
Journal of Education for Teaching International Research and Pedagogy (2016) Vol. 42, Iss. 2, pp. 224-238
Closed Access | Times Cited: 30
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Katariina Stenberg, Katriina Maaranen
Education Inquiry (2020) Vol. 11, Iss. 3, pp. 196-210
Open Access | Times Cited: 26
A dialogical self approach to the conceptualisation of teacher-inquirer identity
Antoni Badia, Eva Liesa, Lorena Becerril, et al.
European Journal of Psychology of Education (2020) Vol. 35, Iss. 4, pp. 865-879
Closed Access | Times Cited: 25
Promoting practical wisdom in teacher education: a qualitative descriptive study
Katariina Stenberg, Katriina Maaranen
European Journal of Teacher Education (2020) Vol. 45, Iss. 5, pp. 617-633
Open Access | Times Cited: 24
The relationship between EFL teachers’ professional identity and their self-esteem
Khalil Motallebzadeh, Bahman Kazemi
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1443374-1443374
Open Access | Times Cited: 27
Professional identity in graduating teacher candidates
Jodi Nıckel, J. Christopher Zimmer
Teaching Education (2018) Vol. 30, Iss. 2, pp. 145-159
Closed Access | Times Cited: 27
The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia
Tracy L. Durksen, Robert M. Klassen
The Australian Educational Researcher (2017) Vol. 45, Iss. 2, pp. 255-276
Closed Access | Times Cited: 25
A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self perspective
Katariina Stenberg, Katriina Maaranen
Learning Culture and Social Interaction (2020) Vol. 28, pp. 100479-100479
Closed Access | Times Cited: 23
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