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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:

The essence of being a teacher educator and why it matters
John Loughran, Ian Menter
Asia-Pacific Journal of Teacher Education (2019) Vol. 47, Iss. 3, pp. 216-229
Closed Access | Times Cited: 69

Showing 1-25 of 69 citing articles:

TESOL teacher educators in higher education: A review of studies from 2010 to 2020
Rui Yuan, Icy Lee, Peter I. De Costa, et al.
Language Teaching (2022) Vol. 55, Iss. 4, pp. 434-469
Closed Access | Times Cited: 28
Re-imagining teacher mentoring for the future
Ellen Larsen, Cecily Jensen-Clayton, Elizabeth Curtis, et al.
Professional Development in Education (2023), pp. 1-15
Open Access | Times Cited: 18
Does initial teacher education (in England) have a future?
Trevor Mutton, Katharine Burn
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 2, pp. 214-232
Open Access | Times Cited: 5
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators
Mats Hordvik, Tim Fletcher, Anders Lund Hage Haugen, et al.
Teaching and Teacher Education (2021) Vol. 101, pp. 103318-103318
Open Access | Times Cited: 38
Sustaining professionalism: Teachers as co‐enquirers in curriculum design
Diane Swift, G. A. Clowes, Sarah L. Gilbert, et al.
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 622-636
Open Access | Times Cited: 4
‘Weak’ physical education teacher education practice: co-constructing features of meaningful physical education with pre-service teachers
Dylan Scanlon, Alex Beckey, Jordan Wintle, et al.
Sport Education and Society (2024), pp. 1-16
Open Access | Times Cited: 2
Formadores de profesores de Educación Física en América Latina: Una revisión de alcance entre 2009 y 2023 (Physical Education teacher educators in Latin America: A scoping review between 2009 and 2023)
Mirko Aguilar-Valdés, Alejandro Almonacid-Fierro, Sergio Sepúlveda-Vallejos, et al.
Retos (2024) Vol. 58, pp. 28-38
Open Access | Times Cited: 2
Definitions of Creativity by Kindergarten Stakeholders: An Interview Study Based on Rhodes’ 4P Model
Jerry Yeung, Alfredo Bautista
Creativity Theories – Research – Applications (2024) Vol. 11, Iss. 2, pp. 1-19
Closed Access | Times Cited: 2
The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years
Trevor Mutton, Katharine Burn, Laura Molway
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 5, pp. 924-945
Open Access | Times Cited: 2
Teacher educators’ conceptions of modeling: A phenomenographic study
Helena Montenegro
Teaching and Teacher Education (2020) Vol. 94, pp. 103097-103097
Closed Access | Times Cited: 19
Inquiry-based professional learning in the practicum: Potential and shortcomings
Flávia Vieira, María Assunção Flores, José Luís Coelho da Silva, et al.
Teaching and Teacher Education (2021) Vol. 105, pp. 103429-103429
Open Access | Times Cited: 16
Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China
Ming Li, Fangtao Kuang, Dan Wei
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 6
Teacher education and teaching for diversity: a call to action
Mary Ryan, Leonie Rowan, Joanne Brownlee, et al.
Teaching Education (2020) Vol. 33, Iss. 2, pp. 194-213
Open Access | Times Cited: 17
Non-university-based teacher educators' professional learning: A systematic review
Wei Liao, Xiaoyan Li, Qiujin Dong, et al.
Teaching and Teacher Education (2023) Vol. 136, pp. 104374-104374
Closed Access | Times Cited: 5
Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education
Lyra L’Estrange, Sue Walker, Joanne Brownlee, et al.
Heliyon (2023) Vol. 9, Iss. 2, pp. e13754-e13754
Open Access | Times Cited: 5
Teaching perspectives of philosophical inquiry: Changes to secondary teachers’ understanding of student learning and pedagogical practices
Elizabeth Curtis, Joanne Brownlee, Rebecca Spooner‐Lane
Thinking Skills and Creativity (2020) Vol. 38, pp. 100711-100711
Closed Access | Times Cited: 12
Avaliando o modelo de estágio dos Mestrados em Ensino da Universidade do Minho
Flávia Vieira, María Assunção Flores, M. J. Almeida
Instrumento - Revista de Estudo e Pesquisa em Educação (2020) Vol. 22, Iss. 2, pp. 231-247
Open Access | Times Cited: 11
Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning
Íris Susana Pires Pereira, Eva Maria Lopes Fernandes, Ana Cristina Braga, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 6-34
Closed Access | Times Cited: 10
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway
Kari Smith
Asia-Pacific Journal of Teacher Education (2022) Vol. 50, Iss. 4, pp. 328-342
Open Access | Times Cited: 6
Intellectual freedom and teaching performance assessment in Australia
Patrick Brownlee, Amanda McGraw, Deborah Talbot, et al.
The Australian Educational Researcher (2023) Vol. 51, Iss. 2, pp. 781-797
Open Access | Times Cited: 3
The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education
Hilary G. Conklin
Teachers and Teaching (2020) Vol. 26, Iss. 7-8, pp. 491-507
Closed Access | Times Cited: 8
The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?
Trevor Mutton, Katharine Burn, Ian Thompson, et al.
(2021), pp. 57-71
Closed Access | Times Cited: 8
Teachers’ mediation in students’ development of cognition and metacognition
Lina Guo
Asia-Pacific Journal of Teacher Education (2020) Vol. 50, Iss. 5, pp. 458-473
Closed Access | Times Cited: 7
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
Australian teacher educators responding to policy discourses of quality
Ellen Larsen, Nicole Mockler
Educational Review (2021) Vol. 75, Iss. 6, pp. 1063-1083
Closed Access | Times Cited: 6
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