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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:

Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice
Andrea Ruffinelli, Silvana de la Hoz, Carolina Álvarez Valdés
Reflective Practice (2020) Vol. 21, Iss. 1, pp. 54-67
Closed Access | Times Cited: 24

Showing 24 citing articles:

Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model
Wing W. Y. Ho, Yan H. Y. Lau
Teaching and Teacher Education (2025) Vol. 157, pp. 104947-104947
Open Access | Times Cited: 1
Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training
Alejandra Nocetti de la Barra, Cristhian Pérez Villalobos, Andrew Philominraj
European Journal of Educational Research (2024) Vol. volume-13-2024, Iss. volume-13-issue-1-january-2024, pp. 145-157
Open Access | Times Cited: 1
In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development
Sühendan Er, Zerrin Toker, Seçil Yücelyiğit
Kuramsal Eğitimbilim (2022) Vol. 15, Iss. 3, pp. 639-660
Open Access | Times Cited: 6
Modeling preservice middle school science teachers’ reflective practice
Matti Karlström, Karim Hamza
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 3
Percepciones de profesores en formación sobre las prácticas pedagógicas supervisadas de educación física
Ricardo Souza de Carvalho, Marcelo Castillo-Retamal, Franklin Castillo-Retamal, et al.
Sportis Scientific Journal of School Sport Physical Education and Psychomotricity (2020) Vol. 6, Iss. 3, pp. 426-446
Open Access | Times Cited: 8
Investigating differences in project activities and student digital literacy between learning through electronic workbench and PhET Simulation
Susilawati Susilawati, Nisa Awaliyah Nur Azizah, Hamdan Hadi Kusuma
Jurnal Ilmiah Pendidikan Fisika Al-Biruni (2021) Vol. 10, Iss. 2, pp. 299-311
Open Access | Times Cited: 8
Oportunidades para aprender a ser profesor reflexivo en el currículum formativo
Andrea Ruffinelli Vargas
Profesorado Revista de Currículum y Formación del Profesorado (2021) Vol. 25, Iss. 3, pp. 137-156
Open Access | Times Cited: 7
Perspectives of Nursing Students on Promoting Reflection in the Clinical Setting: A Qualitative Study
Yasir Alsalamah, Bander Albagawi, Lisa A. Babkair, et al.
Nursing Reports (2022) Vol. 12, Iss. 3, pp. 545-555
Open Access | Times Cited: 5
Identificación de factores que afectan la satisfacción del alumnado de educación sobre la tutorización en su formación práctica. Un estudio con ANOVA
Monsalud Gallardo, Francisco D. Guillén‐Gámez, María J. Mayorga-Fernández, et al.
Formación universitaria (2020) Vol. 13, Iss. 3, pp. 147-156
Open Access | Times Cited: 6
Strategies to promote generative reflection in practicum tutorials in teacher training: The representations of tutors and practicum students
Andrea Ruffinelli, Carolina Álvarez Valdés, Macarena Salas Aguayo
Reflective Practice (2021) Vol. 23, Iss. 1, pp. 30-43
Closed Access | Times Cited: 6
Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education
Chen Yi, Nurfaradilla Mohamad Nasri, Jiao Jiao
Journal of Law and Sustainable Development (2023) Vol. 11, Iss. 6, pp. e834-e834
Open Access | Times Cited: 2
Formación inicial docente y prácticas de coenseñanza: ¿qué dice la investigación internacional de los últimos 20 años?
César Maldonado Díaz, Catalina Núñez Díaz
Pensamiento Educativo Revista de Investigación Educacional Latinoamericana (2023) Vol. 60, Iss. 3
Open Access | Times Cited: 2
How speech pathology educators conceptualise reflection in practicum contexts influences student learning experiences
Michael Dunne, Gillian Nisbet, Merrolee Penman
Reflective Practice (2021) Vol. 22, Iss. 3, pp. 400-414
Closed Access | Times Cited: 5
Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching
Lisanne Rothe, Kerstin Göbel
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1357-1357
Open Access
FORMACIÓN DOCENTE EN ESCRITURA Y DIDÁCTICA ESPECÍFICA: HACIA UN MODELO FORMATIVO
María Jesús Espinosa, Javiera Figueroa
Cadernos de Pesquisa (2024) Vol. 54
Open Access
An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers*
Zehra Saadet Fırat, F. Çağlayan Dinçer
Systemic Practice and Action Research (2024)
Closed Access
Las Prácticas de Reflexión Guiadas en un Contexto de Formación Inicial Docente
Jorge Eduardo Chávez Rojas, J. Fernández, Claudia Mirna Méndez Alarcón, et al.
Perspectiva educacional (2023) Vol. 62, Iss. 3, pp. 27-49
Open Access | Times Cited: 1
El análisis del practicum en la formación inicial docente: el potencial de la entrevista de autoconfrontación como actividad instrumentada
Javier Núñez Moscoso, Catalina Núñez Díaz, Jeniffer Romero Pérez, et al.
Revista de Estudios y Experiencias en Educación (2023) Vol. 22, Iss. 48, pp. 105-125
Open Access | Times Cited: 1
Dialogic and Generative Reflection: An Application of the Critical Appreciative Process in Program Evaluation
Ye He, Tiffany Smith, Malitsitso Moteane
Journal of MultiDisciplinary Evaluation (2021) Vol. 17, Iss. 38, pp. 16-32
Open Access | Times Cited: 3
Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers
Andrea Ruffinelli, Carolina Álvarez Valdés, Macarena Salas Aguayo
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 498-515
Closed Access | Times Cited: 3
La relación familia-escuela en la formación y desarrollo profesional docente
Javier Andrés Muñoz Tique, Héctor Cárcamo Vásquez
Educación y Educadores (2023) Vol. 25, Iss. 2, pp. 1-23
Open Access
Mentoría, inducción y desarrollo profesional continuo. Una propuesta de modelo para la formación de mentores
Daniela Maturana Castillo
(2020)
Open Access
Rethinking reflection in teaching and teacher education: An alternative terminology
Çise Çavuşoğlu
Journal for Educators Teachers and Trainers (2022) Vol. 13, Iss. 3
Open Access
Las representaciones de los estudiantes de pedagogía en torno a la formación docente inicial en una Universidad Pública en contexto de Frontera.
Eduardo Alejandro Velásquez Parraguez
Dilemas contemporáneos Educación Política y Valores (2021)
Open Access
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