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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:

Beginning teachers and inclusive education: frustrations, dilemmas and growth
Loraine McKay
International Journal of Inclusive Education (2015) Vol. 20, Iss. 4, pp. 383-396
Open Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Hannu Savolainen, Olli-Pekka Malinen, Susanne Schwab
International Journal of Inclusive Education (2020) Vol. 26, Iss. 9, pp. 958-972
Open Access | Times Cited: 128
Components that influence early career teachers’ practices as inclusive educators in general education settings: An international scoping review
Rebecca Rosenberg, Michelle Ludecke, Laura Alfrey
The Australian Educational Researcher (2025)
Open Access
Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms
Srikala Naraian, Sarah Schlessinger
Teaching and Teacher Education (2018) Vol. 71, pp. 179-189
Closed Access | Times Cited: 35
An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education
Jamie L. Metsala, Mary Jane Harkins
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2019) Vol. 43, Iss. 2, pp. 178-192
Closed Access | Times Cited: 24
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Loraine McKay
Teaching and Teacher Education (2019) Vol. 86, pp. 102920-102920
Closed Access | Times Cited: 23
Relación entre la emoción y los procesos de enseñanza aprendizaje
Ingrid Anzelín, Alejandro Marín-Gutiérrez
Sophia (2020) Vol. 16, Iss. 1, pp. 48-64
Open Access | Times Cited: 21
¿Están los futuros profesores formados en inclusión?: Validación de un cuestionario de evaluación
Francisca González-Gil, Elena Martín-Pastor, Begoña Orgaz Baz
Aula Abierta (2017) Vol. 46, Iss. 2, pp. 33-33
Open Access | Times Cited: 23
Chtějí zůstat nebo odejít?
Světlana Hanušová, Michaela Píšová, Tomáš Kohoutek, et al.
(2017)
Closed Access | Times Cited: 20
Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana
Maxwell Peprah Opoku
African Journal of Disability (2022) Vol. 11
Open Access | Times Cited: 10
Perceived barriers and needs of teachers in inclusive schools and their relationship with transformation processes
Cecilia Latorre Cosculluela, Pilar Rivera Torres, Marta Liesa Orús
International Journal of Inclusive Education (2024), pp. 1-17
Closed Access | Times Cited: 1
Special needs teachers in emergency remote teaching during the COVID-19 pandemic: the role of personal resources and teaching motivation on burnout
Simona De Stasio, Benedetta Ragni, Francesca Boldrini, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
¿Están los futuros profesores formados en inclusión?: Validación de un cuestionario de evaluación
Francisca González-Gil, Elena Martín-Pastor, Begoña Orgaz Baz
Aula Abierta (2017) Vol. 46, pp. 33-33
Open Access | Times Cited: 14
Condiciones para la docencia inclusiva: análisis desde las barreras y los facilitadores
Judith Pérez Castro
Revista Iberoamericana de Educación Superior (2021), pp. 138-157
Open Access | Times Cited: 11
Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers
Birte Oetjen
Education Sciences (2023) Vol. 13, Iss. 5, pp. 523-523
Open Access | Times Cited: 4
Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
Loraine McKay, Heather Jean Manning
Journal of Teacher Education (2018) Vol. 70, Iss. 4, pp. 360-371
Closed Access | Times Cited: 12
Emergent Concepts of Inclusion in the Context of Committed School Leadership
Srikala Naraian, Mary Ann Chacko, Claire Feldman, et al.
Education and Urban Society (2020) Vol. 52, Iss. 8, pp. 1238-1263
Closed Access | Times Cited: 10
Diffractively narrating teacher agency within the entanglements of inclusion
Srikala Naraian
Teaching Education (2020) Vol. 33, Iss. 1, pp. 13-26
Closed Access | Times Cited: 9
The Critical Role of Personal and Professional Characteristics on Teachers’ Efficacy and Attitudes Towards Inclusion: a Comparative Study Between Greece and the UK
Isidora Kourti, Garyfalia Charitaki, Maria Kypriotaki
Trends in Psychology (2023)
Closed Access | Times Cited: 3
A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion
Jorge Rojo-Ramos, Carlos Ferrera-Granados, Manuel Fernández Guerrero, et al.
Sustainability (2020) Vol. 12, Iss. 19, pp. 8028-8028
Open Access | Times Cited: 8
Predictors for stress in special education teachers: Policy lessons for teacher support and special needs education development during the COVID pandemic and beyond
Sara Rızvı Jafree, Syeda Khadija Burhan, Qaisar Khalid Mahmood
Journal of Human Behavior in the Social Environment (2022) Vol. 33, Iss. 5, pp. 615-632
Closed Access | Times Cited: 5
Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion
Srikala Naraian
Curriculum Inquiry (2019) Vol. 49, Iss. 4, pp. 464-484
Closed Access | Times Cited: 7
Vocational teachers’ perceptions of transition components and relevance of curriculum to employment for students with disabilities
Goitse B. Ookeditse
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 4
Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement
Emily Frake, Michelle Dean, Linh Huynh, et al.
Education Sciences (2023) Vol. 13, Iss. 10, pp. 1050-1050
Open Access | Times Cited: 2
Untangling Optical Illusions: The Moral Dilemmas and Ethics in Assessment Practices
Roseanna Bourke
International perspectives on inclusive education (2017), pp. 215-237
Closed Access | Times Cited: 5
Emotions involved in encountering classroom diversity: Beginning teachers’ stories
Eeva Kaisa Hyry‐Beihammer, Katri Jokikokko, Minna Uitto
British Educational Research Journal (2019) Vol. 45, Iss. 6, pp. 1124-1139
Closed Access | Times Cited: 5
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