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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:

Teacher educators’ identity: a review of literature
Mahsa Izadinia
European Journal of Teacher Education (2014) Vol. 37, Iss. 4, pp. 426-441
Closed Access | Times Cited: 202

Showing 1-25 of 202 citing articles:

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
Domains of teacher identity: A review of quantitative measurement instruments
Fadie Hanna, Ron Oostdam, Sabine Severiens, et al.
Educational Research Review (2019) Vol. 27, pp. 15-27
Open Access | Times Cited: 127
A systematic literature review of faculty development for teacher educators
Tam To Phuong, S. Catherine Cole, Jill Zarestky
Higher Education Research & Development (2017) Vol. 37, Iss. 2, pp. 373-389
Closed Access | Times Cited: 79
Factors that influence TPACK adoption by teacher educators in the US
Rick Voithofer, Michael J. Nelson, Guang Han, et al.
Educational Technology Research and Development (2019) Vol. 67, Iss. 6, pp. 1427-1453
Closed Access | Times Cited: 71
Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers
Johan Kristian Andreasen, Cato R. P. Bjørndal, Velibor Bobo Kovač
Teaching and Teacher Education (2019) Vol. 85, pp. 281-291
Open Access | Times Cited: 65
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Rachel Farrell
Irish Educational Studies (2021) Vol. 42, Iss. 1, pp. 21-38
Open Access | Times Cited: 42
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Darío Luis Banegas, David Gerlach
System (2021) Vol. 98, pp. 102474-102474
Open Access | Times Cited: 40
A qualitative metasynthesis of teacher educator self-studies on social justice: Articulating a social justice pedagogy
Jennifer Jacobs, Jennifer I. Perez
Teaching and Teacher Education (2023) Vol. 123, pp. 103994-103994
Closed Access | Times Cited: 19
The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning
Joanne Pattison-Meek
Teaching and Teacher Education (2024) Vol. 143, pp. 104553-104553
Open Access | Times Cited: 5
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
‘I should conduct action research more often’: teacher educators’ professional development through action research
Bridget Goodman, Alexandra Nam, Almira Yembergenova, et al.
Educational Action Research (2025), pp. 1-18
Open Access
The Janus faced teacher educator
Kari Smith, María Assunção Flores
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 433-446
Open Access | Times Cited: 43
Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
Andrea E. Weinberg, Meena M. Balgopal, Laura B. Sample McMeeking
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 99-120
Open Access | Times Cited: 35
Twenty Years’ Development of Teacher Identity Research: A Bibliometric Analysis
Yunyun Zhang, Ping Wang
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 23
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
Building Capacity
Wendy Barber, William Walters, Danielle Bates, et al.
Advances in educational technologies and instructional design book series (2024), pp. 491-516
Closed Access | Times Cited: 4
Understanding Teacher Educators' Quality of Life: Insights from the PERMA Model
Sabrina Fitzsimons, Lee Boag, David S. Smith
Applied Research in Quality of Life (2025)
Open Access
‘This game is not easy to play’: a narrative inquiry into a novice EFL teacher educator’s research and publishing experiences
Rui Yuan
Professional Development in Education (2016) Vol. 43, Iss. 3, pp. 474-491
Closed Access | Times Cited: 42
"Everyone Wants You to Do Everything": Investigating the Professional Identity Development of Teacher Educators
Brad Olsen, Rebecca Buchanan
Teacher education quarterly (Claremont, Calif.) (2017) Vol. 44, Iss. 1, pp. 9
Closed Access | Times Cited: 41
Critical literacies for a datafied society: academic development and curriculum design in higher education
Javiera Atenas, Leo Havemann, Cristian Timmermann
Research in Learning Technology (2020) Vol. 28
Open Access | Times Cited: 36
Australian school–university partnerships: the (dis)integrated work of teacher educators
Claire Manton, Troy Heffernan, Alex Kostogriz, et al.
Asia-Pacific Journal of Teacher Education (2020) Vol. 49, Iss. 3, pp. 334-346
Closed Access | Times Cited: 35
empleo de videotutoriales en la era post COVID19: valoración e influencia en la identidad docente del futuro profesional
Juan Pablo Hernández-Ramos, Fernando Martínez Abad, José Carlos Sánchez‐Prieto
Revista de Educación a Distancia (RED) (2021) Vol. 21, Iss. 65
Open Access | Times Cited: 30
Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?
Rui Yuan
RELC Journal (2021) Vol. 54, Iss. 1, pp. 267-279
Closed Access | Times Cited: 28
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Johan Kristian Andreasen
Teaching and Teacher Education (2022) Vol. 122, pp. 103960-103960
Open Access | Times Cited: 19
Research-based teacher education in Norway – a longitudinal perspective
Joakim Caspersen, Jens‐Christian Smeby
International Journal of Educational Research (2023) Vol. 119, pp. 102177-102177
Open Access | Times Cited: 12
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