Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Developing an appreciation of what it means to be a school-based teacher educator
Elizabeth White, Claire Dickerson, Kathryn M Weston
European Journal of Teacher Education (2015) Vol. 38, Iss. 4, pp. 445-459
Open Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
Warren Kidd, Jean Murray
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 542-558
Closed Access | Times Cited: 289
Teacher educators' professional learning: A literature review
Cui Ping, Gonny Schellings, Douwe Beijaard
Teaching and Teacher Education (2018) Vol. 75, pp. 93-104
Open Access | Times Cited: 209
Teachers’ careers following a secondment to a teacher education support service: post-secondment experiences when coming ‘home’ or going to ‘pastures new’
Ciara O’Donnell
Irish Educational Studies (2025), pp. 1-23
Open Access
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
Beliefs about teaching held by student teachers and school-based teacher educators
Krista Uibu, Age Salo, Aino Ugaste, et al.
Teaching and Teacher Education (2017) Vol. 63, pp. 396-404
Open Access | Times Cited: 33
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
Eline Vanassche, Warren Kidd, Jean Murray
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 478-491
Open Access | Times Cited: 25
Identifying school-based teacher educators’ professional learning needs: an international survey
Gerry Czerniawski, Ainat Guberman, Ann MacPhail, et al.
European Journal of Teacher Education (2023), pp. 1-16
Open Access | Times Cited: 7
What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective
X. Christine Wang, Jukka Husu, Auli Toom
Teaching and Teacher Education (2024) Vol. 153, pp. 104822-104822
Open Access | Times Cited: 2
The education and formation of teachers for Catholic schools: responding to changed cultural contexts
Leonardo Franchi, Richard Rymarz
International Studies in Catholic Education (2017) Vol. 9, Iss. 1, pp. 2-16
Open Access | Times Cited: 23
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
Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership
Elizabeth White, Miranda Timmermans, Claire Dickerson
European Journal of Teacher Education (2020) Vol. 45, Iss. 2, pp. 282-298
Closed Access | Times Cited: 16
Non-university-based teacher educators' professional learning: A systematic review
Wei Liao, Xiaoyan Li, Qiujin Dong, et al.
Teaching and Teacher Education (2023) Vol. 136, pp. 104374-104374
Closed Access | Times Cited: 5
We Are All Teacher Educators Now: Understanding School-Based Teacher Educators in Times of Change in England
Gerry Czerniawski, Warren Kidd, Jean Murray
Springer eBooks (2018), pp. 171-185
Closed Access | Times Cited: 15
Becoming a teacher educator – the motivational factors
Richard Holme, Anna Robb, W. T. C. Berry
European Journal of Teacher Education (2016) Vol. 39, Iss. 3, pp. 340-354
Open Access | Times Cited: 13
Mediating ‘School Direct’: The enactment of a reform policy by university‐based teacher educators in England
Viv Ellis, David Spendlove
British Educational Research Journal (2020) Vol. 46, Iss. 5, pp. 949-966
Open Access | Times Cited: 13
Guerrilla teacher educators: identity considerations of school-based teacher educators in Ireland
Ciarán Ó Gallchóir, Ann-Marie Young, Ann MacPhail
Irish Educational Studies (2024), pp. 1-17
Closed Access | Times Cited: 1
The challenge for school-based teacher educators: establishing teaching and supervision goals
Age Salo, Krista Uibu, Aino Ugaste, et al.
Teacher Development (2019) Vol. 23, Iss. 5, pp. 609-626
Open Access | Times Cited: 13
Extending the teacher educator role: developing tools for working with school mentors
Alaster Scott Douglas
Professional Development in Education (2016) Vol. 43, Iss. 5, pp. 841-859
Open Access | Times Cited: 12
The governance of a school network and implications for initial teacher education
Monica Mincu, Peter Davies
Journal of Education Policy (2019) Vol. 36, Iss. 3, pp. 436-453
Open Access | Times Cited: 11
The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry
Graham Parr, Scott Bulfin, Fleur Diamond, et al.
Oxford Review of Education (2019) Vol. 46, Iss. 2, pp. 238-256
Closed Access | Times Cited: 11
The role of the mentor in an increasingly school-led English initial teacher education policy context
Gillian Peiser, Debbie Duncalf, Andrea Mallaburn
Professional Development in Education (2019) Vol. 48, Iss. 2, pp. 185-202
Open Access | Times Cited: 10
Observed teaching practices interpreted from the perspective of school-based teacher educators
Krista Uibu, Age Salo, Aino Ugaste, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 2, pp. 203-221
Open Access | Times Cited: 9
Two sides of a coin: Examining mentor and student teacher relationships during student teaching
Kavita Kapadia Matsko, Eun Kyung Ko, Sherri Bressman, et al.
Teaching and Teacher Education (2023) Vol. 130, pp. 104139-104139
Open Access | Times Cited: 3
University Teacher Educators’ Professional Agency: A Literature Review
Yenny Hinostroza-Paredes
Professions and Professionalism (2020) Vol. 10, Iss. 2
Open Access | Times Cited: 8
Supporting the Continuum of Teacher Education Through Policy and Practice: The Inter-Relationships Between Initial, Induction, and Continuing Professional Development
Ann MacPhail, Sarah Seleznyov, Ciara O’Donnell, et al.
(2022), pp. 135-154
Closed Access | Times Cited: 4
Page 1 - Next Page

Scroll to top