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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:

Preservice teachers learning to teach and developing teacher identity in a teacher residency
Yiting Chu
Teaching Education (2020) Vol. 32, Iss. 3, pp. 269-285
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Understanding teacher identity in teachers' professional lives: A systematic review of the literature
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 36
Contextual Factors Shaping the Professional Identity of Chinese Teachers in English as a Foreign Language Instructional Context: Exploring the Role of School Climate and Administrator Leadership Behavior
W. Wang, Ali Derakhshan
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 4
Understanding teacher identity construction through hybridity theory: a case study of a Chinese-Canadian teaching English in China
Angel Zhao, Yuehai Xiao
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Exploring the Artistic Identity of Elementary Art Teachers
Tara Carpenter Estrada, Molly Neves, Connie Broadbent, et al.
International Journal of Art & Design Education (2025)
Closed Access
Professional identity development in pre-service teachers: the impact of online informal mentoring
Dilek Fazlıoğlu Schwaller, Nur Akkuş Çakır
Professional Development in Education (2025), pp. 1-17
Closed Access
Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum
Marc Blondeau, Catherine Van Nieuwenhoven
Teaching and Teacher Education (2025) Vol. 157, pp. 104940-104940
Closed Access
What Influences Early Childhood Special Education Teachers’ Use of Trauma-Informed Practices in Pyramid Model Classrooms?
Mia Chudzik, Abby Hardy, Catherine Corr
Topics in Early Childhood Special Education (2025)
Closed Access
“When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
Ilona Rinne, Ulla Lundqvist, Björn Friis Johannsen, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103958-103958
Open Access | Times Cited: 20
Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession
Daniel Mateos-Moreno
International Journal of Music Education (2022) Vol. 40, Iss. 4, pp. 489-501
Closed Access | Times Cited: 11
“I’m concerned about actually doing it”: The struggles of pre-service teachers becoming change agents
Ting Huang, Jing Zhou, Si Chen, et al.
Middle School Journal (2023) Vol. 54, Iss. 4, pp. 37-50
Open Access | Times Cited: 6
Preservice teacher performance assessment and novice teacher assessment literacy
Audrey Rogers, Emilie Mitescu Reagan, Chris Ward
Teaching Education (2020) Vol. 33, Iss. 2, pp. 175-193
Closed Access | Times Cited: 13
Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades
Yiqian Yan
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
Illusio and the field of education: examining progressive teachers’ adaptation during the COVID-19 pandemic
Stephanie C. Sanders‐Smith, Jadyn Laixely, Giselle Martinez Negrette, et al.
Educational Review (2024), pp. 1-20
Closed Access | Times Cited: 1
Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial
Lidia Valdenegro-Fuentes, Álvaro González Sanzana
Revista Interuniversitaria de Formación del Profesorado Continuación de la antigua Revista de Escuelas Normales (2024) Vol. 99, Iss. 38.1
Open Access | Times Cited: 1
Four spheres of student-teachers’ professional identity formation through learning about curriculum development
Darío Luis Banegas
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 3, pp. 370-383
Open Access | Times Cited: 7
The Feedback Given by University Supervisors to Student Teachers During Their Co-assessment Meetings
Olivier Maes, Catherine Van Nieuwenhoven, Stéphane Colognesi
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Pushing Through: Developing Teacher Identity Under Times of Crisis
Stephanie C. Sanders‐Smith, Ana Aracelly Olguín, Kutasha Bryan-Silva
Journal of Teacher Education (2022) Vol. 74, Iss. 4, pp. 359-370
Closed Access | Times Cited: 4
Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?
César Maldonado Díaz, Catalina Núñez Díaz
Pensamiento Educativo Revista de Investigación Educacional Latinoamericana (2023) Vol. 60, Iss. 3
Open Access | Times Cited: 2
Middle-Level Teacher Development and Identity: A Review of the Literature
P. Gayle Andrews, Andrew Wright
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1207-1207
Open Access
Das Lehramt im Praktikum lernen: Die Rolle des Anderen, Modalitäten der Aneignung und professionelles Wissen
César Maldonado, Javier Núñez Moscoso, Catalina Nuñez, et al.
(2024), pp. 459-490
Closed Access
Special Education Teacher Candidate Identity Development: A Descriptive Study
Margaret P. Weiss, Katherine Szocik, Nora McKenney, et al.
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2024)
Closed Access
The “Who” of Teacher Residencies: Preservice Teachers’ Motivations for Selecting a Teacher Residency Program
Megan Svajda-Hardy, Andrew Kwok, Valerie Hill-Jackson, et al.
Action in Teacher Education (2024), pp. 1-19
Closed Access
Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts
Andrew Kwok, Megan Svajda-Hardy, Valerie Hill-Jackson, et al.
Journal of Education (2023) Vol. 204, Iss. 3, pp. 608-620
Closed Access | Times Cited: 1
Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study
Christopher P. Brown, David P. Barry, Da Hei Ku, et al.
Teaching Education (2023) Vol. 35, Iss. 2, pp. 217-234
Closed Access | Times Cited: 1
Preparing Community Teachers Early: Exploring Aspiring Teacher Learning and Identity Development in a Grow Your Own Program
Yiting Chu, Amy L. Weems
Action in Teacher Education (2023) Vol. 46, Iss. 1, pp. 38-55
Closed Access | Times Cited: 1
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