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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:

Boundary Crossing and Working in the Third Space: Implications for a teacher educator's identity and practice
Judy Williams
Studying Teacher Education (2013) Vol. 9, Iss. 2, pp. 118-129
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Teacher Educator Professional Learning in the Third Space
Judy Williams
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 315-326
Closed Access | Times Cited: 127
The Practicum: The Place of Experience?
Simone White, Rachel Forgasz
Springer eBooks (2016), pp. 231-266
Closed Access | Times Cited: 95
Partnerships as third spaces for professional practice in initial teacher education: A scoping review
Viviana Daza, Gréta Björk Guðmundsdóttir, Andreas Lund
Teaching and Teacher Education (2021) Vol. 102, pp. 103338-103338
Open Access | Times Cited: 85
Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession
Kaye Price
(2015)
Closed Access | Times Cited: 43
Third space moments: Exploring a university-school partnership through collaborative action research
Catharina Christophersen, Kari Holdhus, Ailbhe Kenny
Teaching and Teacher Education (2024) Vol. 141, pp. 104499-104499
Open Access | Times Cited: 3
Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study
Brandon M. Butler, Mark M. Diacopoulos
Studying Teacher Education (2016) Vol. 12, Iss. 2, pp. 117-134
Closed Access | Times Cited: 28
Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts
Maiken Risan
International Journal of Educational Research (2020) Vol. 104, pp. 101670-101670
Open Access | Times Cited: 25
Theorising the Third Space of Professional Experience Partnerships
Rachel Forgasz, Deborah Heck, Judy Williams, et al.
Springer eBooks (2017), pp. 33-47
Closed Access | Times Cited: 26
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
Eline Vanassche, Warren Kidd, Jean Murray
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 478-491
Open Access | Times Cited: 25
Rethinking Professional Experience Through a Learning Community Model: Toward a Culture Change
Tania Broadley, Romana Martin, Elizabeth Curtis
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 22
What Do We Supervise for? A Self-Study of Learning Teacher Candidate Supervision
Mark M. Diacopoulos, Brandon M. Butler
Studying Teacher Education (2019) Vol. 16, Iss. 1, pp. 66-83
Closed Access | Times Cited: 22
Negotiating professional expertise: Hybrid educators’ boundary work in the context of higher education-based teacher education
Maiken Risan
Teaching and Teacher Education (2021) Vol. 109, pp. 103559-103559
Open Access | Times Cited: 17
Meeting to transgress
KerryAnn O’Meara, Gudrun Nyunt, Lindsey Templeton, et al.
Equality Diversity and Inclusion An International Journal (2019) Vol. 38, Iss. 3, pp. 286-304
Closed Access | Times Cited: 19
The Boundary Spanner in Professional Development Schools: In Search of Common Nomenclature
Rebecca West Burns, Wendy Baker
School-University Partnerships (2016) Vol. 9, Iss. 2, pp. 28-39
Closed Access | Times Cited: 14
Rethinking the Observation Placement: A Community/Cohort Approach to Early Professional Experiences
Rachel Forgasz
Springer eBooks (2016), pp. 99-116
Closed Access | Times Cited: 13
Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education
Sarah Capello
Journal of Educational Supervision (2020) Vol. 3, Iss. 3
Open Access | Times Cited: 10
Seeing Teacher Education Differently through Self-Study of Professional Practice
Rachel Forgasz
Studying Teacher Education (2017) Vol. 13, Iss. 2, pp. 216-224
Closed Access | Times Cited: 10
COVID-19 – a boundary crossing event for teacher educators
Smadar Donitsa‐Schmidt, Rony Ramot
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 48, Iss. 4, pp. 407-423
Closed Access | Times Cited: 6
Examining the Tensions between Rapport with Pre-Service Teachers and Authority in Becoming a Teacher Educator
Andrea Phillips, Meredith Park Rogers
Studying Teacher Education (2020) Vol. 16, Iss. 3, pp. 265-285
Closed Access | Times Cited: 8
Who Does Self-Study and Why?
Brandon M. Butler, Angela Branyon
Springer international handbooks of education (2020), pp. 135-176
Closed Access | Times Cited: 8
The Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions.
Yvonne Bain, Donald Gray
Scottish Educational Review (2018) Vol. 50, Iss. 2, pp. 54-72
Open Access | Times Cited: 7
Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher
Mariana Amaral-da-Cunha, Amândio Graça, Paula Batista, et al.
European Physical Education Review (2019) Vol. 26, Iss. 2, pp. 353-374
Closed Access | Times Cited: 7
Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore
Mei Ying Tan
Journal of Teacher Education (2020) Vol. 72, Iss. 1, pp. 100-112
Closed Access | Times Cited: 7
Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective
Bo Qin, Gang Zhu, Cheng Chen, et al.
Professional Development in Education (2021) Vol. 49, Iss. 4, pp. 670-692
Closed Access | Times Cited: 6
Datenwissenschaften und Gesellschaft
Philippe Saner
transcript Verlag eBooks (2022)
Open Access | Times Cited: 4
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