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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:

‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research
Chunmei Yan
Educational Action Research (2016) Vol. 25, Iss. 5, pp. 704-719
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Logan Rutten
Teaching and Teacher Education (2020) Vol. 97, pp. 103194-103194
Closed Access | Times Cited: 47
The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives
Tove Anita Fiskum, Kirsti Marie Jegstad, Jessica Aspfors, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education
Katharina Heissenberger-Lehofer, Georg Krammer
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 456-475
Open Access | Times Cited: 11
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
Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM
David Esparza, Ruby L. Lynch-Arroyo, Jeffrey T. Olimpo
Frontiers in Education (2022) Vol. 6
Open Access | Times Cited: 7
Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities
Chunmei Yan, Chuanjun He, Xinjie Guo, et al.
Professional Development in Education (2020) Vol. 49, Iss. 2, pp. 297-308
Closed Access | Times Cited: 8
Making research (more) real for future teachers: a classroom-based research model for initial teacher education
Stephen Darwin, Malba Barahona
Educational Action Research (2021) Vol. 31, Iss. 4, pp. 745-761
Closed Access | Times Cited: 7
“It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students
Katharina Heissenberger, Marlies Matischek-Jauk
Educational Action Research (2019) Vol. 28, Iss. 4, pp. 561-578
Closed Access | Times Cited: 7
Exploring pedagogies to elevate inquiry: teaching action research in the third space
Sara B. Woolf
Educational Action Research (2019) Vol. 28, Iss. 4, pp. 579-596
Closed Access | Times Cited: 7
Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea
Khalid Mohammed Idris, Samson Eskender, Amanuel Yosief, et al.
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 139-156
Open Access | Times Cited: 6
‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences
Chunmei Yan, Chuanjun He
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 47, Iss. 1, pp. 47-59
Closed Access | Times Cited: 6
Pre-service teachers’ reflection on their efficacy beliefs in conducting action research
Gina Ugalingan, Aileen C. Bautista, Ma. Joahna Mante-Estacio
Reflective Practice (2022) Vol. 23, Iss. 2, pp. 266-278
Closed Access | Times Cited: 3
How does online training with reflection tasks affect the depth of reflection of preservice teachers in China?
Ye Wang, James Ko
Teacher Development (2024), pp. 1-21
Closed 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
A meeting place for meaningful collaboration – student teachers’ experiences and learning
May Britt Postholm
Educational Research (2024) Vol. 66, Iss. 3, pp. 312-328
Open Access
Fostering a Culture of Research in TESOL: A Review and a Look Ahead
Chiew Hong Ng, Yin Ling Cheung, Weiyu Zhang
Educational linguistics (2024), pp. 13-38
Closed Access
‘Let’s focus on us’: recounting educators’ facilitation practices in improving collaborative commitments of learner-teachers during an action research course
Khalid Mohammed Idris, Samson Eskender, Berhane Demoz, et al.
Educational Action Research (2021) Vol. 31, Iss. 4, pp. 797-820
Closed Access | Times Cited: 4
Teaching and Evaluating Skills for Undergraduate Research in the Teacher Education Program
Tünde Szécsi, Charles W. Gunnels, Jackie Greene, et al.
Council on Undergraduate Research Quarterly (2019) Vol. 3, Iss. 1, pp. 20-29
Open Access | Times Cited: 3
Insights From Informal Research Mentoring of Three University EFL Teachers
Chunmei Yan, Wuming Gong, Chunyan Zou, et al.
Chinese Journal of Applied Linguistics (2023) Vol. 46, Iss. 3, pp. 367-385
Closed Access | Times Cited: 1
Online practicum preparation for enhancing preservice teachers' reflection depths: a quasi-experimental approach
Ye Wang, James Ko, Elaine Lam
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions
Eda Ceylan, İrem Çomoğlu
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2022), Iss. 54, pp. 1314-1328
Open Access | Times Cited: 2
The Knowledge Nexus in Teacher Qualification
Harald Jarning
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 157-177
Open Access | Times Cited: 2
Preparing Practice-Based Researchers for Diverse Classrooms: A Pathway for Teacher Education
Catherine Lammert
IntechOpen eBooks (2021)
Open Access | Times Cited: 1
Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative
Yuting Han
Chinese Journal of Applied Linguistics (2021) Vol. 44, Iss. 1, pp. 35-53
Closed Access | Times Cited: 1
Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences
Chunmei Yan, Chuanjun He
Ethnography & Education (2021) Vol. 17, Iss. 1, pp. 71-88
Closed Access | Times Cited: 1
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