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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:

Investigating Finnish teacher educators’ views on research‐based teacher education
Leena Krokfors, Heikki Kynäslahti, Katariina Stenberg, et al.
Teaching Education (2011) Vol. 22, Iss. 1, pp. 1-13
Closed Access | Times Cited: 105

Showing 1-25 of 105 citing articles:

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills
Päivi Häkkinen, Sanna Järvelä, Kati Mäkitalo‐Siegl, et al.
Teachers and Teaching (2016) Vol. 23, Iss. 1, pp. 25-41
Open Access | Times Cited: 317
Beginning student teachers’ teacher identities based on their practical theories
Katariina Stenberg, Liisa Karlsson, Harri Pitkäniemi, et al.
European Journal of Teacher Education (2014) Vol. 37, Iss. 2, pp. 204-219
Closed Access | Times Cited: 136
What contributes to first-year student teachers’ sense of professional agency in the classroom?
Tiina Soini, Janne Pietarinen, Auli Toom, et al.
Teachers and Teaching (2015) Vol. 21, Iss. 6, pp. 641-659
Closed Access | Times Cited: 111
Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education
Mikko Puustinen, Janne Säntti, Anna Koski, et al.
Teaching and Teacher Education (2018) Vol. 74, pp. 170-179
Open Access | Times Cited: 86
How does it feel to become a teacher? Emotions in teacher education
Henrika Anttila, Kirsi Pyhältö, Tiina Soini, et al.
Social Psychology of Education (2016) Vol. 19, Iss. 3, pp. 451-473
Closed Access | Times Cited: 64
Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers
Hilde Wågsås Afdal, Monika Nerland
Scandinavian Journal of Educational Research (2012) Vol. 58, Iss. 3, pp. 281-299
Closed Access | Times Cited: 65
PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation
Paul Andrews, Andreas Ryve, Kirsti Hemmi, et al.
Educational Studies in Mathematics (2014) Vol. 87, Iss. 1, pp. 7-26
Open Access | Times Cited: 52
“It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers
Lidewij van Katwijk, Amanda Berry, Ellen Jansen, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102868-102868
Open Access | Times Cited: 52
Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
Katriina Maaranen, Heikki Kynäslahti, Reijo Byman, et al.
European Journal of Teacher Education (2019) Vol. 42, Iss. 2, pp. 211-227
Closed Access | Times Cited: 51
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Yanling Cao, Liisa Postareff, Sari Lindblom‐Ylänne, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 171-198
Open Access | Times Cited: 35
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
Trapped between accountability and professional learning? School leaders and teacher evaluation
Sølvi Lillejord, Kristin Børte
Professional Development in Education (2019) Vol. 46, Iss. 2, pp. 274-291
Closed Access | Times Cited: 37
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: 12
Scratch-Assisted WavesTeaching Materials: ICT Literacy and Students Critical Thinking Skills
Ridho Adi Negoro, Ani Rusilowati, Mahardika Prasetya Aji
Journal of Turkish Science Education (2023) Vol. 20, Iss. 1, pp. 189-210
Open Access | Times Cited: 11
Research-Orientation in a Teacher’s Work
Riitta Jyrhämä, Katriina Maaranen
SensePublishers eBooks (2012), pp. 97-112
Closed Access | Times Cited: 39
Predictors of Teacher Educators' Research Productivity
Fadia Nasser Abu al-Hija, Arin Majdob
˜The œAustralian journal of teacher education (2017) Vol. 42, Iss. 11, pp. 34-51
Open Access | Times Cited: 39
Theory and practice in Finnish teacher education: a rhetorical analysis of changing values from the 1960s to the present day
Janne Säntti, Mikko Puustinen, Jari Salminen
Teachers and Teaching (2017) Vol. 24, Iss. 1, pp. 5-21
Closed Access | Times Cited: 36
From anxiety to enthusiasm: emotional patterns among student teachers
Henrika Anttila, Kirsi Pyhältö, Tiina Soini, et al.
European Journal of Teacher Education (2017) Vol. 40, Iss. 4, pp. 447-464
Open Access | Times Cited: 35
Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway
Rachel Jakhelln, Gunilla Eklund, Jessica Aspfors, et al.
Scandinavian Journal of Educational Research (2019) Vol. 65, Iss. 1, pp. 123-139
Open Access | Times Cited: 31
Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education
Kirsti Marie Jegstad, Tove Anita Fiskum, Jessica Aspfors, et al.
Scandinavian Journal of Educational Research (2021) Vol. 66, Iss. 6, pp. 1005-1019
Open Access | Times Cited: 25
Promoting practical wisdom in teacher education: a qualitative descriptive study
Katariina Stenberg, Katriina Maaranen
European Journal of Teacher Education (2020) Vol. 45, Iss. 5, pp. 617-633
Open Access | Times Cited: 24
Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland
Jennifer Chung
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 8
Voices of student teachers' professional agency at the intersection of theory and practice
Mirva Heikkilä, Tuike Iiskala, Mirjamaija Mikkilä‐Erdmann
Learning Culture and Social Interaction (2020) Vol. 25, pp. 100405-100405
Closed Access | Times Cited: 23
Implementing a maker culture in elementary school – students’ perspectives
Essi Vuopala, Diego Guzmán Medrano, Mariam Aljabaly, et al.
Technology Pedagogy and Education (2020) Vol. 29, Iss. 5, pp. 649-664
Open Access | Times Cited: 22
Fostering Coherence in Finnish Teacher Education: The MAP Model
Riitta‐Leena Metsäpelto, Anu Warinowski, Anna‐Maija Poikkeus, et al.
Springer eBooks (2024), pp. 189-210
Closed Access | Times Cited: 2
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