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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:

Dialogic reflection for professional development through conversations on a social networking site
Radzuwan Ab Rashid
Reflective Practice (2017) Vol. 19, Iss. 1, pp. 105-117
Closed Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field
Christine Greenhow, Sarah Galvin, Diana L. Brandon, et al.
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 6, pp. 1-72
Open Access | Times Cited: 122
Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development
Naghmeh Nazari, Zohreh Nafissi, Masoomeh Estaji, et al.
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 81
The enactment of the Malaysian common European framework of reference (CEFR): National master trainer’s reflection
Abdul Hakim Ali Abdul Aziz, Radzuwan Ab Rasid, Wan Zhafirah Wan Zainudin
Indonesian Journal of Applied Linguistics (2018) Vol. 8, Iss. 2
Open Access | Times Cited: 44
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning
Edsoulla Chung, Linda Fisher
System (2022) Vol. 110, pp. 102901-102901
Open Access | Times Cited: 19
Teacher learning through dialogue with colleagues, self and students
Thi Diem Hang Khong, Eisuke Saito, Ian Hardy, et al.
Educational Research (2023) Vol. 65, Iss. 2, pp. 170-188
Open Access | Times Cited: 9
Two decennia of research on teachers’ informal learning: A literature review on definitions and measures
Antoine Lecat, Yvonne Spaltman, Simon Beausaert, et al.
Educational Research Review (2020) Vol. 30, pp. 100324-100324
Closed Access | Times Cited: 26
A Review of Digital Skills of Malaysian English Language Teachers
Mohd Zulhilmi Che Had, Radzuwan Ab Rashid
International Journal of Emerging Technologies in Learning (iJET) (2019) Vol. 14, Iss. 02, pp. 139-139
Open Access | Times Cited: 25
Educational Networking: A Novel Discipline for Improved K-12 Learning Based on Social Networks
Sarah Galvin, Christine Greenhow
Lecture notes in social networks (2019), pp. 3-41
Closed Access | Times Cited: 21
Lurking with intent: Teacher purposeful learning using facebook
Helen Woodford, Jane Southcott, Maria Gindidis
Teaching and Teacher Education (2022) Vol. 121, pp. 103913-103913
Closed Access | Times Cited: 12
Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection
Edsoulla Chung
SAGE Open (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 11
Dialogic research engagement through podcasting as a step towards action research: A collaborative autoethnography of teachers exploring their knowledge and practice
Robert J. Lowe, Matthew Turner, Matthew Y. Schaefer
Educational Action Research (2021) Vol. 29, Iss. 3, pp. 429-446
Closed Access | Times Cited: 14
Representation of Islam in social media discourse produced by an apostate
Radzuwan Ab Rashid, Azweed Mohamad, Ramli Musa, et al.
(2018) Vol. 5, pp. 1-5
Closed Access | Times Cited: 9
The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels
Asma Almusharraf, Norah Almusharraf, Daniel Bailey
Sustainability (2022) Vol. 14, Iss. 18, pp. 11504-11504
Open Access | Times Cited: 5
From an Active Learner to a Reflective Practitioner: Learning to Become a Professional Indonesian EFL Instructor
Teuku Zulfikar
The Qualitative Report (2019)
Open Access | Times Cited: 6
Who owns this data? using dialogic reflection to examine an ethically important moment
Sharon McDonough, Robyn Brandenburg
Reflective Practice (2019) Vol. 20, Iss. 3, pp. 355-366
Closed Access | Times Cited: 6
The impact of dialogic reflections on teacher autonomy
Erhan Gülşen, Derin Atay
Teacher Development (2022) Vol. 26, Iss. 5, pp. 609-626
Closed Access | Times Cited: 4
Revealing a bilingual science teacher’s dynamic views and practice about science and language teaching through dialogic reflections
Lauren H. Swanson, Emily J. S. Kang, Clara Vaz Bauler
Cultural Studies of Science Education (2019) Vol. 15, Iss. 2, pp. 523-543
Closed Access | Times Cited: 5
Supporting English As a Second Language (ESL) Teachers’ Professional Development Through Multi-Platforms’ Online Affinity Space
Abdul Hakim Ali Bin Abdul Aziz, Wan Zhafirah Binti Wan Zainudin, Radzuwan Ab Rashid
International Journal of Interactive Mobile Technologies (iJIM) (2020) Vol. 14, Iss. 09, pp. 258-258
Open Access | Times Cited: 4
Dancing the Data: A Duo-Ethnographic Exploration Toward Dialogic Reflexivity in Qualitative Data Analysis
Kristen Snyder, Elizabeth F Turesky
Qualitative Inquiry (2022) Vol. 29, Iss. 5, pp. 558-570
Closed Access | Times Cited: 3
The sushi train of professional learning: teachers self-driving learning using a social networking website
Helen Woodford, Jane Southcott, Maria Gindidis
Teacher Development (2024) Vol. 28, Iss. 4, pp. 515-533
Closed Access
Invitation to an Online Coffee! Exploring How Informal Academic Communities Support Early Career Researchers' Professional Growth and Well-Being
Vesna Holubek, Henna Juusola
Emerald Publishing Limited eBooks (2024), pp. 73-87
Closed Access
What kinds of social network groups do teachers find useful?
Nick Kelly, Les Dawes, Chrystal Whiteford, et al.
Proceedings of the International Conference on Networked Learning (2024) Vol. 13
Open Access
K-12 teachers’ professional development and learning on social media: a systematic literature review
Feliza Marie S. Mercado, Sungwon Shin
Information and Learning Sciences (2024)
Closed Access
Mobile Social Network Sites (MSNSs) for Iranian EFL Teachers’ Professional Development
Saeedeh Kavoshian, Saeed Ketabi, Mansoor Tavakoli, et al.
TechTrends (2021) Vol. 66, Iss. 2, pp. 196-211
Closed Access | Times Cited: 4
Rich variety of DA approaches applied in social media research: A systematic scoping review
Réka Tamássy, Zsuzsanna Géring
Discourse & Communication (2021) Vol. 16, Iss. 1, pp. 93-109
Open Access | Times Cited: 4
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