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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:

Partnership in teacher education – a research mapping
Sølvi Lillejord, Kristin Børte
European Journal of Teacher Education (2016) Vol. 39, Iss. 5, pp. 550-563
Closed Access | Times Cited: 136

Showing 1-25 of 136 citing articles:

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities
Paulina Sepulveda-Escobar, Astrid Morrison
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 587-607
Closed Access | Times Cited: 422
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
Barriers and conditions for teachers’ utilisation of academic knowledge
Patrick van Schaik, M.L.L. Volman, Wilfried Admiraal, et al.
International Journal of Educational Research (2018) Vol. 90, pp. 50-63
Open Access | Times Cited: 115
Partnerships as third spaces for professional practice in initial teacher education: A scoping review
Viviana Daza, Gréta Björk Guðmundsdóttir, Andreas Lund
Teaching and Teacher Education (2021) Vol. 102, pp. 103338-103338
Open Access | Times Cited: 85
Building teachers’ research literacy: integrating practice and research
Carol Evans, Michael Waring, Andri Christodoulou
Research Papers in Education (2017) Vol. 32, Iss. 4, pp. 403-423
Open Access | Times Cited: 70
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 Relationship Between Teachers’ Digital Literacy Levels and Research Literacy Skills
Merve Coşgun Demirdağ, Adnan TAŞGIN
Kuramsal Eğitimbilim (2025) Vol. 18, Iss. 1, pp. 81-105
Open Access
Approaches to co-construction of knowledge in teacher learning groups
Patrick van Schaik, M.L.L. Volman, Wilfried Admiraal, et al.
Teaching and Teacher Education (2019) Vol. 84, pp. 30-43
Open Access | Times Cited: 48
Coherence and the positioning of teachers in professional development programs. A systematic review
Jannika Lindvall, Andreas Ryve
Educational Research Review (2019) Vol. 27, pp. 140-154
Open Access | Times Cited: 44
Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers
Johan Kristian Andreasen, Cathrine Tømte, Ingvild Bergan, et al.
Nordic Journal of Digital Literacy (2022) Vol. 17, Iss. 1, pp. 61-74
Open Access | Times Cited: 25
The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review
Edna Milena Sarmiento-Márquez, Gerti Pishtari, Luis P. Prieto, et al.
Educational Research Review (2023) Vol. 39, pp. 100509-100509
Closed Access | Times Cited: 15
Investigative modes in research on data use in education
Tine S. Prøitz, Sølvi Mausethagen, Guri Skedsmo
Nordic Journal of Studies in Educational Policy (2017) Vol. 3, Iss. 1, pp. 42-55
Open Access | Times Cited: 45
Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.
Linda la Velle, María Assunção Flores
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 5, pp. 524-538
Open Access | Times Cited: 40
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
Learning from the past to shape the future
Kari Smith
European Journal of Teacher Education (2017) Vol. 40, Iss. 5, pp. 630-646
Open Access | Times Cited: 37
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
Beyond the research–practice gap: Constructing epistemic relations in teacher education
Hege Hermansen, Sølvi Mausethagen
International Journal of Educational Research (2023) Vol. 119, pp. 102171-102171
Open Access | Times Cited: 9
How can universities ensure quality of practice in initial teacher education?
Eline Wiese, Ida Katrine Riksaasen Hatlevik, Viviana Daza
Teaching and Teacher Education (2024) Vol. 139, pp. 104462-104462
Open Access | Times Cited: 3
Third space moments: Exploring a university-school partnership through collaborative action research
Catharina Christophersen, Kari Holdhus, Ailbhe Kenny
Teaching and Teacher Education (2024) Vol. 141, pp. 104499-104499
Open Access | Times Cited: 3
Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity tensions scale
Fadie Hanna, Ron Oostdam, Sabine Severiens, et al.
Studies In Educational Evaluation (2019) Vol. 61, pp. 21-33
Open Access | Times Cited: 27
“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use
Gréta Björk Guðmundsdóttir, Ove Edvard Hatlevik
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 39-55
Open Access | Times Cited: 22
‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers
Eli Lejonberg, Ida Katrine Riksaasen Hatlevik
Mentoring & Tutoring Partnership in Learning (2022) Vol. 30, Iss. 5, pp. 606-633
Open Access | Times Cited: 12
Science Education for Students’ Critical Scientific and Environmental Literacies: Experiences from Latin America
Gonzalo Guerrero, Lorena Rojas-Avilez, Corina González-Weil, et al.
Contemporary trends and issues in science education (2024), pp. 23-42
Closed Access | Times Cited: 2
High-quality practicum – according to teacher education students on their practicum at partnership schools
Eirik S. Jenssen, Frode Olav Haara
European Journal of Teacher Education (2024), pp. 1-19
Open Access | Times Cited: 2
Agency in negotiating partnerships in initial teacher education: shifting sands
Kay Livingston, Jane Waters
European Journal of Teacher Education (2024), pp. 1-18
Open Access | Times Cited: 2
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