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OpenAlex Citation Counts

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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:

In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation
Ayça Aslan, İsmail Hakkı Erten, Kenan Dikilitaş
Reflective Practice (2022) Vol. 23, Iss. 3, pp. 422-436
Open Access | Times Cited: 12

Showing 12 citing articles:

Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review
Ourania Maria Ventista, Chris Brown
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100565-100565
Open Access | Times Cited: 43
Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities
Hailay Tesfay Gebremariam, Aniley Berhanu Sisay
Interchange (2024) Vol. 55, Iss. 4, pp. 405-428
Closed Access | Times Cited: 4
The Role of Self-Assessment in English Language Teachers’ Professional Development in Pakistan
Lubna Quddus Warsi, Khalid Khurshid
Education Research International (2022) Vol. 2022, pp. 1-13
Open Access | Times Cited: 10
‘Becoming and being online EFL teachers’: Teachers' professional identity in online pedagogy
Mark B. Ulla, William F. Perales, Veronico N. Tarrayo
Heliyon (2024) Vol. 10, Iss. 17, pp. e37131-e37131
Open Access | Times Cited: 1
Sustained collaborative inquiry with teachers of multilingual learners
Cathy Coulter, Lisa Richardson
TESOL Journal (2024)
Closed Access | Times Cited: 1
The Impact of Mentoring on English Language Teachers: A Case From Argentina
Mercedes Pérez Berbain, Lidia Payaslian, Anabella Sauer Rosas, et al.
PROFILE Issues in Teachers Professional Development (2023) Vol. 25, Iss. 1, pp. 49-64
Open Access | Times Cited: 4
Video reflection with a literacy coach: the mediation of teacher agency
Jennifer Reichenberg
Reflective Practice (2022) Vol. 23, Iss. 5, pp. 607-621
Closed Access | Times Cited: 6
Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration
Phuong Vu Nguyen
Reflective Practice (2023) Vol. 24, Iss. 4, pp. 524-542
Closed Access | Times Cited: 3
Using collaborative peer reflection to develop student teachers’ practice
Nia Cole-Jones, Nerys Defis, Alison Glover, et al.
Distances et médiations des savoirs (2024)
Open Access
Trends in European language education policy on teacher education: Teaching foreign languages to young learners
Hanna Komorowska, Jarosław Krajka
Glottodidactica (2024) Vol. 51, Iss. 1, pp. 27-44
Open Access
Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation
Elif Burhan-Horasanlı, Deniz Ortaçtepe
Teaching and Teacher Education (2024) Vol. 152, pp. 104802-104802
Closed Access
TRANSMITTING REFLECTIVE TEACHING PRACTICE INTO INDONESIAN EFL EDUCATORS’ PROFESSIONAL JOURNEYS
Kristian Florensio Wijaya
Magister Scientiae (2023) Vol. 51, Iss. 2, pp. 96-105
Open Access
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