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:

Critical moments in the process of educational change: understanding the dynamics of change among teacher educators
David L. Brody, Linor L. Hadar
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 50-65
Closed Access | Times Cited: 23

Showing 23 citing articles:

The professional development of higher education-based teacher educators: needs and realities
Ann MacPhail, Marit Ulvik, Ainat Guberman, et al.
Professional Development in Education (2018) Vol. 45, Iss. 5, pp. 848-861
Open Access | Times Cited: 144
Exploring teachers’ professional development through participation in virtual exchange
Robert O’Dowd, Melinda Dooly
ReCALL (2021) Vol. 34, Iss. 1, pp. 21-36
Closed Access | Times Cited: 54
The process of educational change: arts administrator perspectives on six modern band curricular change initiatives
Seth Pendergast, Brittany Nixon May
Arts Education Policy Review (2025), pp. 1-18
Closed 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
How do technological changes in formal education shape the social roles of teachers who are mothers?
Moriya Weisberger, Yael Grinshtain, Ina Blau
Teaching and Teacher Education (2021) Vol. 103, pp. 103344-103344
Closed Access | Times Cited: 20
MOOCs in teacher education: institutional and pedagogical change?
Cathrine Tømte
European Journal of Teacher Education (2018) Vol. 42, Iss. 1, pp. 65-81
Closed Access | Times Cited: 21
PLC tools: promoting learning about learning in a teachers’ professional community
Tal Carmi, Ainat Guberman, Rachel Cohen Brandeis
Professional Development in Education (2022), pp. 1-16
Closed Access | Times Cited: 8
Transformative Pedagogy: Islamic Religious Education Model for Society 5.0 Amidst the Industrial Revolution
Muhamad Parhan, Nurti Budiyanti, Ari Kartiko
Tafkir Interdisciplinary Journal of Islamic Education (2024) Vol. 5, Iss. 2, pp. 344-359
Open Access | Times Cited: 1
Teacher Educators: A Bibliometric Mapping of an Emerging Research Area
Tugba Hangul, Mehmet Fatih Özmantar, Gülay Ağaç
˜The œAustralian journal of teacher education (2022) Vol. 47, Iss. 10, pp. 39-58
Open Access | Times Cited: 6
Teacher educators’ predictability and student selection paradigms in entrance examinations for the Finnish Primary School Teacher Education programme
Ville Mankki, Marita Mäkinen, Pekka Räihä
European Journal of Teacher Education (2019) Vol. 43, Iss. 2, pp. 151-164
Open Access | Times Cited: 8
The Role of Insights in Becoming a Culturally Responsive Mathematics Teacher
Kathleen Nolan, Constantinos Xenofontos
Education Sciences (2023) Vol. 13, Iss. 10, pp. 1028-1028
Open Access | Times Cited: 2
Teacher development in an evolving online professional learning community: an action research study
Wang Ying, D. C. Liu, Peiru Tong
Teachers and Teaching (2023), pp. 1-19
Closed Access | Times Cited: 2
Global Perspectives on Leadership in Early Childhood Education
Marie-Louise Samuels, Elina Fonsén, Kjell Aage, et al.
Helsinki University Press eBooks (2023)
Open Access | Times Cited: 2
Professional communities of teacher educators: the characteristics that promote their success
Orit Avidov‐Ungar, Ainat Guberman, Orit Dahan, et al.
International Journal of Leadership in Education (2019) Vol. 24, Iss. 4, pp. 491-512
Closed Access | Times Cited: 4
From development work to research publication: a case of Norwegian teacher educators developing research literacy
Inga Staal Jenset, Ida Katrine Riksaasen Hatlevik
Teaching Education (2024), pp. 1-15
Open Access
Professional learning communities as a place for ‘catharsis’ and learning during the COVID-19 pandemic
Paulina Sepulveda-Escobar
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Steering Through Digital Transformation
Longwei Zheng, Anna He, Yuanyuan Feng, et al.
Advances in educational marketing, administration, and leadership book series (2024), pp. 255-288
Closed Access
Interpreting institute culture dynamics of technology adoption: a downscaling dynamic model
Longwei Zheng, Tong Liu, A.Y.M. Atiquil Islam, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 3, pp. 919-947
Closed Access | Times Cited: 1
Designing professional development for teacher educators
Jean Murray, Warren Kidd, B. de Vries, et al.
Routledge eBooks (2021), pp. 131-143
Closed Access | Times Cited: 2
Small but mighty: a hybrid TILT academic development partnership
Mandy McGrew, Esther Skelley Jordan, Carmen Trammell Skaggs
The International Journal for Academic Development (2023) Vol. 29, Iss. 1, pp. 146-151
Closed Access
Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task.
Leicha A. Bragg, Josephine Lang
Mathematics teacher education and development (2018) Vol. 20, Iss. 3
Closed Access
Learning beyond boundaries : voices from the European Centre for Modern Languages
Sarah Breslin
(2019)
Closed Access
Construction de l’identité professionnelle des formateurs d’enseignants : études de cas en formation continue diplômante
Amaury Daele, A Rossier, Silvia Sá
Revue internationale de pédagogie de l’enseignement supérieur (2022) Vol. 38, Iss. 2
Open Access
Page 1

Scroll to top