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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:

Supporting teacher agency during a collaborative inquiry-based in-service teacher education course
Äli Leijen, Margus Pedaste, Liina Lepp
European Journal of Teacher Education (2022) Vol. 47, Iss. 4, pp. 769-786
Open Access | Times Cited: 11

Showing 11 citing articles:

Toward a diagnostic toolkit for intervention in teachers' agency during curriculum reform: Groundwork for a Change Laboratory in Vietnam
Hien Sy Dinh, Annalisa Sannino
Teaching and Teacher Education (2024) Vol. 140, pp. 104494-104494
Open Access | Times Cited: 4
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
Markus Emden, Arne Bewersdorff, Armin Baur
Science Education (2025)
Closed Access
What predicts instructional quality and commitments to teaching: self-efficacy, pedagogical knowledge or integration of the two?
Äli Leijen, Margus Pedaste, Aleksandar Baucal, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
A new psychometrically validated questionnaire for assessing teacher agency in eight dimensions across pre-service and in-service teachers
Äli Leijen, Margus Pedaste, Aleksandar Baucal
Frontiers in Education (2024) Vol. 9
Open Access
A journey of collaborative inquiry: perspectives from preservice and cooperating music teachers in Korea
Jihae Shin
Music Education Research (2024) Vol. 26, Iss. 4, pp. 443-453
Closed Access
Supporting transformative agency in initial teacher education: A Change Laboratory in China
Ge Wei, Annalisa Sannino
Learning Culture and Social Interaction (2024) Vol. 47, pp. 100838-100838
Closed Access
Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science
Sarah Earle
European Journal of Teacher Education (2024), pp. 1-20
Closed Access
A psychosocial reading of teacher agency
Matthew Clarke, Aileen Kennedy
Teachers and Teaching (2024), pp. 1-16
Open Access
Supporting kindergarten staff’s agency in inclusion through long-term in-service training
Pille Nelis, Margus Pedaste, Äli Leijen
Journal of Early Childhood Teacher Education (2024), pp. 1-20
Closed Access
The change and continuity of teachers’ professional agency: a two-year longitudinal study in the case of Hong Kong
Josephine Lau, Katja Vähäsantanen, Kaija Collin
Asia Pacific Journal of Education (2023), pp. 1-16
Open Access | Times Cited: 1
The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia
Äli Leijen, Margus Pedaste, Natalia Edisherashvili
Advances in research on teaching (2023), pp. 73-85
Closed Access
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