Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Developing different identity trajectories: lessons from the Chinese teachers
Juyan Ye, Di Zhao
Teachers and Teaching (2018) Vol. 25, Iss. 1, pp. 34-53
Closed Access | Times Cited: 48

Showing 1-25 of 48 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
“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program
Jie Bao, Dezheng Feng
Teaching and Teacher Education (2022) Vol. 112, pp. 103648-103648
Closed Access | Times Cited: 34
Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator
Ning Zang, Hongjian Cao, Nan Zhou, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 5, pp. 1003-1030
Open Access | Times Cited: 33
Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)
Carles Monereo i Font, Hubert J. M. Hermans
Journal for the Study of Education and Development Infancia y Aprendizaje (2023) Vol. 46, Iss. 3, pp. 445-491
Open Access | Times Cited: 18
Reconstructing professional identity through collaboration in pluralistic approaches
Miranda Karjagdi Çolak, Kenia Puig I Planella, Athina Vrettou
European Journal of Teacher Education (2025), pp. 1-18
Closed Access
“Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies
Farhad Ghiasvand, Maryam Kogani, Faezeh Nemati
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 13
‘I did not feel any passion for my teaching’: a narrative inquiry of beginning teacher attrition in China
Gang Zhu, Mary Rice, Héctor Rivera, et al.
Cambridge Journal of Education (2020) Vol. 50, Iss. 6, pp. 771-791
Closed Access | Times Cited: 32
Imagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life
Ge Wei
Teaching and Teacher Education (2021) Vol. 102, pp. 103337-103337
Closed Access | Times Cited: 24
Changes over time in the professional identity tensions of Dutch early-career teachers
Harmen Schaap, Anna van der Want, Helma Oolbekkink-Marchand, et al.
Teaching and Teacher Education (2021) Vol. 100, pp. 103283-103283
Open Access | Times Cited: 21
How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study
Chen Chen, Shengkai Ji, Juan Jiang
Teaching and Teacher Education (2023) Vol. 125, pp. 104071-104071
Closed Access | Times Cited: 8
Language teacher identities and identity tensions of early career English teachers
Hanife Taşdemir, Gölge Seferoğlu
TESOL Journal (2024) Vol. 15, Iss. 3
Closed Access | Times Cited: 2
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
Alastair Henry, Maria Mollstedt
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100568-100568
Open Access | Times Cited: 16
Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity
Jing Huang
Sustainability (2021) Vol. 13, Iss. 16, pp. 9025-9025
Open Access | Times Cited: 15
Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs
Liu Mei, Rosanne Zwart, Larike H. Bronkhorst, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103525-103525
Open Access | Times Cited: 14
The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction
Shima Abedi Ostad, Afsaneh Ghanizadeh, Maryam Ghanizadeh, et al.
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 17
“I as a practicum mentor”: identities of mentors of student teachers
Consuelo García, Antoni Badia
Mentoring & Tutoring Partnership in Learning (2023) Vol. 31, Iss. 3, pp. 335-351
Closed Access | Times Cited: 5
Identity transformation of Chinese secondary school teachers during educational reform
Jian Xu, Yating Huang
Asian journal of social science (2021) Vol. 49, Iss. 2, pp. 101-108
Closed Access | Times Cited: 12
Unpacking a female language teacher’s identity transformations: a perspective of multiple I-positions
Huanling Xing, Liyan Liu, Anne Li Jiang, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China
Wei Yue, Lingnan Yan, Yanru Yang
Teaching and Teacher Education (2024) Vol. 144, pp. 104605-104605
Open Access | Times Cited: 1
Relationship between teachers’ workaholic characteristics and emotional exhaustion – the mediating role of work-family conflict and work efficacy and the moderating role of teaching age
Wenping Liu, Yubiao Wang, Hao Yao
Current Psychology (2024) Vol. 43, Iss. 28, pp. 23793-23814
Closed Access | Times Cited: 1
“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher
Endang Purwaningsih, Ahmad Suryadi, Nuril Munfaridah
Eurasia Journal of Mathematics Science and Technology Education (2020) Vol. 16, Iss. 12, pp. em1908-em1908
Open Access | Times Cited: 9
Teacher Education in a Postcolonial Hong Kong: Forms, Drivers, Influences, and Agency
Paul Campbell
Teacher education, learning innovation and accountability (2023), pp. 47-69
Closed Access | Times Cited: 3
Out-of-field Mandarin teaching and its effects on teacher identity developments – Experiences of Aotearoa New Zealand primary school teachers
Christine Biebricher
Teaching and Teacher Education (2023) Vol. 132, pp. 104241-104241
Open Access | Times Cited: 3
Identity formation, reformation, and development of teachers of Chinese in a community-based heritage language school
Nuoyi Yang, François Tochon
Teachers and Teaching (2022) Vol. 28, Iss. 1, pp. 78-101
Closed Access | Times Cited: 5
Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction
Tim Buttler
Studying Teacher Education (2020) Vol. 16, Iss. 2, pp. 222-239
Closed Access | Times Cited: 6
Page 1 - Next Page

Scroll to top