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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:

Connecting research and professionalism in teacher education
Ian Menter, María Assunção Flores
European Journal of Teacher Education (2020) Vol. 44, Iss. 1, pp. 115-127
Open Access | Times Cited: 61

Showing 1-25 of 61 citing articles:

Teacher education in times of crisis: enhancing or deprofessionalising the teaching profession?
María Assunção Flores
European Journal of Teacher Education (2023) Vol. 46, Iss. 2, pp. 199-202
Closed Access | Times Cited: 23
The European Union Erasmus+ Teacher Academies Action
Conor Galvin, Joanna Madalińska-Michalak, Elena Revyakina
BRILL eBooks (2024), pp. 170-197
Open Access | Times Cited: 4
Changes in teacher education provision: comparative experiences internationally
Shirley Van Nuland, Smadar Dinitsa-Schmidt, María Assunção Flores, et al.
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 2, pp. 341-366
Closed Access | Times Cited: 4
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: 11
Reimagining teacher education in light of the teacher shortage and the aftershock of COVID-19: adjusting to a rapidly shifting world
María Assunção Flores, Cheryl J. Craig
European Journal of Teacher Education (2023) Vol. 46, Iss. 5, pp. 772-788
Closed Access | Times Cited: 11
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities
A. Lin Goodwin, Joanna Madalińska-Michalak, María Assunção Flores
European Journal of Teacher Education (2023) Vol. 46, Iss. 5, pp. 840-855
Closed Access | Times Cited: 9
Development of research skills through research-focused microteaching lesson study in preservice teacher education
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 2
Defining knowledge domains for science teacher educators
Sonja M. Mork, Ellen Karoline Henriksen, Berit S. Haug, et al.
International Journal of Science Education (2021) Vol. 43, Iss. 18, pp. 3018-3034
Open Access | Times Cited: 19
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?
James O’Meara, Meher Rizvi, María Assunção Flores, et al.
Journal of Teacher Education (2024) Vol. 75, Iss. 3, pp. 253-260
Open Access | Times Cited: 1
Towards a model for success: Exploring the motivations and factors driving research-engaged teachers
Marta Kowalczuk‐Walędziak, Georgeta Ion, Saida López Crespo
International Journal of Educational Research (2024) Vol. 126, pp. 102386-102386
Closed Access | Times Cited: 1
Geography teacher educators’ perspectives on education for sustainability: identity and agency in a period of rapid education policy change in England
Lauren Hammond, Mary Fargher, Nicola Walshe
International Research in Geographical and Environmental Education (2024), pp. 1-18
Open Access | Times Cited: 1
Maintaining quality in teacher education: a contemporary global challenge?
Ian Menter
Child Studies (2022), Iss. 1
Open Access | Times Cited: 8
Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research
Youmen Chaaban, Xiangyun Du, Adrian Lundberg, et al.
Sustainability (2023) Vol. 15, Iss. 3, pp. 1787-1787
Open Access | Times Cited: 4
Action research in initial EFL teacher education: emerging insights from a CAR project
Eda Ceylan, İrem Çomoğlu
Educational Action Research (2023) Vol. 32, Iss. 3, pp. 438-453
Closed Access | Times Cited: 4
What do we know so far about the research‐teaching nexus in Initial Teacher Training? Findings from a systematic review
Yuqian Wang, Douglas P. Newton, Pauline Moger, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 4
Innovation on Education and Social Sciences
Irena Yolanita Maureen, Elly Matul Imah, Siti Ina Savira, et al.
Routledge eBooks (2022)
Open Access | Times Cited: 7
Student teachers’ research and development (R&D) practice - constraining and supporting practice architectures
Beverley Goldshaft, Ela Sjølie, Monica Johannesen
Pedagogy Culture and Society (2022) Vol. 32, Iss. 3, pp. 853-873
Open Access | Times Cited: 7
Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
Tone M. Eriksen, Lisbeth M. Brevik
Springer eBooks (2023), pp. 231-256
Closed Access | Times Cited: 3
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education
Cheryl J. Craig, María Assunção Flores, James P. Van Overschelde, et al.
Journal of Teacher Education (2022) Vol. 73, Iss. 3, pp. 221-224
Open Access | Times Cited: 5
Consolidated and Research-Based Knowledge Initial Teacher Education: Present and Future Scenarios in Portugal
María Assunção Flores, Maria Alfredo Moreira
(2023), pp. 303-316
Closed Access | Times Cited: 2
What is caught rather than taught: messages of professionalism communicated by teacher educators
Ciarán Ó Gallchóir, Oliver McGarr
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 1, pp. 5-20
Open Access | Times Cited: 4
Investigating the Education Policy Implementation of Excellent Teacher Plan for Teacher Education Sustainability in China: Challenges and Strategies
Jian Li, Eryong Xue, Kun Li
Sustainability (2022) Vol. 14, Iss. 21, pp. 14526-14526
Open Access | Times Cited: 4
Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
Tone M. Eriksen, Lisbeth M. Brevik
Springer eBooks (2022), pp. 1-26
Closed Access | Times Cited: 4
Research and Practice in the Professional Development of School-Based Teacher Educators
Gerry Czerniawski, Yvonne Bain, María Assunção Flores, et al.
BRILL eBooks (2024), pp. 97-117
Open Access
Research-Based Learning for Pre-Service Teachers’ Meta-Reflexivity: Insights from English Language Teacher Education in Turkey
İrem Çomoğlu, Eda Ceylan, Kenan Dikilitaş, et al.
(2024)
Closed Access
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