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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:

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

Showing 25 citing articles:

Finnish teacher educators’ preferences for their professional development – quantitative exploration
Reijo Byman, Riitta Jyrhämä, Katariina Stenberg, et al.
European Journal of Teacher Education (2020) Vol. 44, Iss. 4, pp. 432-451
Open Access | Times Cited: 16
Technology professional development for teacher educators: A literature review and proposal for further research
Foster Gondwe
SN Social Sciences (2021) Vol. 1, Iss. 8
Closed Access | Times Cited: 15
The university role in new teacher learning – why it matters: Teach First trainee perspectives
Jane Tillin
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 5
What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders?
Lily Orland‐Barak, Cheryl J. Craig, Valerie Hill-Jackson
Journal of Teacher Education (2024) Vol. 76, Iss. 1, pp. 5-11
Open Access | Times Cited: 1
Reflexivity and agency in university-based teacher educators: a critical realist analysis
Yenny Hinostroza-Paredes
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1918-1936
Open Access | Times Cited: 11
Teacher Educators and Expansive Learning in the Workplace and Beyond
Jean Murray, Warren Kidd, Andrea McMahon, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 9
Talking to learn: Patterns of discursive interaction in post-lesson debriefs
Eline Vanassche
Teaching and Teacher Education (2023) Vol. 133, pp. 104301-104301
Closed Access | Times Cited: 3
Between a rock and a hard place: leading university teacher education in England
Moira Hulme, Karen Meanwell, Hazel Bryan
Journal of Further and Higher Education (2023) Vol. 47, Iss. 10, pp. 1375-1388
Open Access | Times Cited: 3
Four propositions on how to conceptualize, research, and develop teacher educator professionalism
Eline Vanassche
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 5
Teacher Educator Knowledge, Practice, and S-STTEP Research
Eline Vanassche, Amanda Berry
Springer international handbooks of education (2020), pp. 177-213
Closed Access | Times Cited: 7
Australian teacher educators responding to policy discourses of quality
Ellen Larsen, Nicole Mockler
Educational Review (2021) Vol. 75, Iss. 6, pp. 1063-1083
Closed Access | Times Cited: 6
Teacher Educator Knowledge, Practice, and S-STTEP Research
Eline Vanassche, Amanda Berry
Springer international handbooks of education (2019), pp. 1-38
Closed Access | Times Cited: 5
Teachers and Teaching in Teacher Education: Editorial
Ainat Guberman, Vasileios Symeonidis
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1344-1344
Open Access
Leading professional learning for sustainability in geography education through curriculum design
Diane Swift, Emma Rawlings Smith
Journal of Professional Capital and Community (2024)
Closed Access
“I Think That’s My Job”: What Motivates Teachers to Partner with Teacher Educators in ITE?
Corinne A. Green, Michelle J. Eady, Sharon Tindall‐Ford
Springer eBooks (2020), pp. 239-260
Closed Access | Times Cited: 3
Method as an Opportunity for Collaborative Agency: An Australian Delphi Inquiry Into Teacher Educators’ Priorities in Assessment Education
Jeanine Gallagher, Jill Willis, Nerida Spina
(2022), pp. 197-221
Closed Access | Times Cited: 2
Distributed leadership: critical perspectives
Jacky Lumby
Elsevier eBooks (2022), pp. 101-108
Open Access | Times Cited: 2
The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective
Ainat Guberman, Ruth Zuzovsky
Asia-Pacific Journal of Teacher Education (2021) Vol. 50, Iss. 4, pp. 357-371
Closed Access | Times Cited: 2
‘I know I am just a student but.’: the challenges for educators in supporting students to develop their advocacy skills in protecting children
Claire McLoone‐Richards, Catriona Robinson
Early Years Journal of International Research and Development (2020) Vol. 42, Iss. 4-5, pp. 420-433
Open Access | Times Cited: 1
Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research
Antonio Giner-Gomis, Marcos Jesús Iglesias Martínez, Inés Lozano Cabezas, et al.
International Journal of Educational Methodology (2022) Vol. 8, Iss. 1, pp. 179-189
Open Access | Times Cited: 1
Teacher education policy and professionalism: a personal review of teacher education policy research
Eline Vanassche
Elsevier eBooks (2022), pp. 10-19
Closed Access | Times Cited: 1
Teacher Educator Professionalism in India
Rajashree Srinivasan
International perspectives on education and society (2021), pp. 63-80
Closed Access | Times Cited: 1
Contributing to and Learning Through an Evolving Self-Study Community of Practice: The Experiences of Two Science Teacher Educators
Karen Goodnough, Saiqa Azam
Self-study of teaching and teacher education practices (Print)/Self-study of teaching and teacher education practices (2022), pp. 265-280
Closed Access
All Things Interconnected: Activating Holistic, Dynamic and Diverse Perspectives in the Enactment of Innovative Language Education
Enrica Piccardo, Marina Antony-Newman, Rebecca Schmor, et al.
Educational linguistics (2022), pp. 285-306
Closed Access
English Education Master Students' Perceptions on Their Agency as Future EFL Teachers
Kristian Florensio Wijaya
Journal of Foreign Languange Teaching and Learning (2021) Vol. 6, Iss. 2, pp. PRESS-PRESS
Open Access
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