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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:

Practitioner research as part of professional development in initial teacher education
Katriina Maaranen
Teacher Development (2009) Vol. 13, Iss. 3, pp. 219-237
Closed Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

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
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
Pre-service teacher research: a way to future-proof teachers?
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 435-455
Open Access | Times Cited: 41
Teaching as a Master’s Level Profession in Finland: Theoretical Reflections and Practical Solutions
Pertti Kansanen
Springer eBooks (2013), pp. 279-292
Closed Access | Times Cited: 60
“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
Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program
Kaisa Hahl, Erin Mikulec
˜The œAustralian journal of teacher education (2018) Vol. 43, Iss. 12, pp. 42-58
Open Access | Times Cited: 37
The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?
Jennifer Chung
Educational Research (2016) Vol. 58, Iss. 2, pp. 207-219
Open Access | Times Cited: 35
The rise and fall of the MTL: an example of European policy borrowing
Jennifer Chung, Chris Atkin, Jane Moore
European Journal of Teacher Education (2011) Vol. 35, Iss. 3, pp. 259-274
Closed Access | Times Cited: 32
The involvement in inquiry-based working of teachers of research-intensive versus practically oriented teacher education programmes
Jan Baan, Lisa Gaikhorst, J.E. van 't Noordende, et al.
Teaching and Teacher Education (2019) Vol. 84, pp. 74-82
Open Access | Times Cited: 23
How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum
Natalia Contreras, Eva Liesa, Mireia Giralt-Romeu
Teaching and Teacher Education (2024) Vol. 140, pp. 104478-104478
Open Access | Times Cited: 2
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
Journal of Teacher Education (2021) Vol. 73, Iss. 3, pp. 286-300
Open Access | Times Cited: 17
Final thesis models in European teacher education and their orientation towards the academy and the teaching profession
Anders Råde
European Journal of Teacher Education (2013) Vol. 37, Iss. 2, pp. 144-155
Closed Access | Times Cited: 17
Teacher identity as inquirer: voices of teacher educators
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 140-158
Closed Access | Times Cited: 12
Sustaining teacher engagement in practitioner research
Emma Salter, Lyn Tett
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 48, Iss. 3, pp. 287-299
Open Access | Times Cited: 11
Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation
Anders Råde
Education Inquiry (2018) Vol. 10, Iss. 3, pp. 226-242
Open Access | Times Cited: 12
The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland
Inga Staal Jenset
Scandinavian Journal of Educational Research (2018) Vol. 64, Iss. 1, pp. 98-117
Open Access | Times Cited: 11
I research, you research: do future teachers consider themselves researchers? (Yo investigo, tú investigas; ¿se consideran investigadores los futuros maestros?)
Mireia Giralt-Romeu, Eva Liesa, Montserrat Castelló
Journal for the Study of Education and Development Infancia y Aprendizaje (2020) Vol. 44, Iss. 3, pp. 586-622
Closed Access | Times Cited: 10
The involvement of academically educated Dutch teachers in inquiry-based working
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
Professional Development in Education (2018) Vol. 46, Iss. 1, pp. 21-34
Open Access | Times Cited: 9
The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools
Louise Verhoef, M.L.L. Volman, Lisa Gaikhorst
Professional Development in Education (2020) Vol. 48, Iss. 5, pp. 861-877
Open Access | Times Cited: 8
Fostering teacher competence through classroom-based research during field experiences
Pauline Mak, Min Yang, Rui Yuan
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 5, pp. 841-856
Closed Access | Times Cited: 4
Consuming, producing, and justifying: Finnish student teachers’ views of research methods
Reijo Byman, Katriina Maaranen, Pertti Kansanen
International Journal of Research & Method in Education (2020) Vol. 44, Iss. 3, pp. 319-334
Closed Access | Times Cited: 5
bijdrage van academisch opgeleide leerkrachten aan een onderzoekscultuur in basisscholen
Louise Verhoef, M.L.L. Volman, Lisa Gaikhorst
Tijdschrift OnderwijsPraktijk Studies (2024)
Open Access
Valoración de una experiencia formativa de indagación desde la mirada de la identidad docente
Brenda Angélica Lara-Subiabre, Pamela Castillo Mardones
Perspectivas Docentes (2021) Vol. 31, Iss. 74, pp. 9-20
Open Access | Times Cited: 4
Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 114-133
Open Access | Times Cited: 4
LESS TRADITION FOR MORE PROFESSION: AN ATTEMPT WITH THESIS PROJECTS IN PRACTICAL DEVELOPMENT
Peter Karlsudd, Marianne Dahl, Berit Willén Lundgren
Problems of Education in the 21st Century (2017) Vol. 75, Iss. 3, pp. 252-262
Open Access | Times Cited: 3
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