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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:

Teacher Educator Identity Development of the Nontraditional Teacher Educator
Melissa Newberry
Studying Teacher Education (2014) Vol. 10, Iss. 2, pp. 163-178
Closed Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

TESOL teacher educators in higher education: A review of studies from 2010 to 2020
Rui Yuan, Icy Lee, Peter I. De Costa, et al.
Language Teaching (2022) Vol. 55, Iss. 4, pp. 434-469
Closed Access | Times Cited: 28
Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry
Megan Madigan Peercy, Judy Sharkey, Laura Baecher, et al.
TESOL Journal (2019) Vol. 10, Iss. 4
Closed Access | Times Cited: 46
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
Teaching and Teacher Education (2023) Vol. 130, pp. 104184-104184
Open Access | Times Cited: 14
Professional development of teacher-educators towards transformative learning
Marie-Jeanne Meijer, Marinka Kuijpers, Fer Boei, et al.
Professional Development in Education (2016) Vol. 43, Iss. 5, pp. 819-840
Open Access | Times Cited: 37
Becoming and being a critical language teacher educator: A duoethnography
Yasemin Tezgiden Cakcak, Ufuk Ataş
TESOL Journal (2024) Vol. 15, Iss. 4
Open Access | Times Cited: 3
Using Self-Study to Develop a Third Space for Collaborative Supervision of Master's Projects in Teacher Education
Svanborg Rannveig Jónsdóttir, Karen Rut Gísladóttir, Hafdís Guðjónsdóttir
Studying Teacher Education (2015) Vol. 11, Iss. 1, pp. 32-48
Open Access | Times Cited: 31
Methods and Tools of Self-Study
Deborah Tidwell, Svanborg Rannveig Jónsdóttir
Springer international handbooks of education (2020), pp. 1-50
Closed Access | Times Cited: 24
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions
Raimo Kaasila, Sonja Lutovac, Minna Uitto
European Journal of Teacher Education (2023), pp. 1-20
Open Access | Times Cited: 8
Beginning Teacher Educators: Working in Higher Education and Schools
Jean Murray
Springer eBooks (2016), pp. 35-70
Closed Access | Times Cited: 25
Teacher Identities as Key to Environmental Education for Sustainability Implementation: A Study From Australia
Sylvia Christine Almeida, Deborah Moore, Melissa Barnes
Australian Journal of Environmental Education (2018) Vol. 34, Iss. 3, pp. 228-243
Closed Access | Times Cited: 25
Methods and Tools of Self-Study
Deborah Tidwell, Svanborg Rannveig Jónsdóttir
Springer international handbooks of education (2020), pp. 377-426
Closed Access | Times Cited: 21
Analyzing Methods, Data Collection, and Trustworthiness in Self-Study Research: A Content Analysis of the First 19 Volumes of Studying Teacher Education
Brandon M. Butler, Robert B. Horton
Studying Teacher Education (2024), pp. 1-33
Closed Access | Times Cited: 2
Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry

Advances in research on teaching (2015), pp. i-i
Closed Access | Times Cited: 24
Novice nontraditional teacher educators’ identity (re)construction in higher education: A Hong Kong perspective
Rui Yuan
International Journal of Educational Research (2019) Vol. 99, pp. 101508-101508
Closed Access | Times Cited: 20
Who do they think they are? Professional identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
European Journal of Teacher Education (2023), pp. 1-21
Open Access | Times Cited: 6
Learning from Experiences of Non-Personhood: A Self-Study of Teacher Educator Identities
Mary Rice, Melissa Newberry, Erin Feinauer Whiting, et al.
Studying Teacher Education (2015) Vol. 11, Iss. 1, pp. 16-31
Closed Access | Times Cited: 16
Where’s the Science? Exploring a New Science Teacher Educator’s Theoretical and Practical Understandings of Scientific Inquiry
Kerri Donohue, Gayle A. Buck, Valarie L. Akerson
International Journal of Research in Education and Science (2019) Vol. 6, Iss. 1, pp. 1-1
Open Access | Times Cited: 16
Transnationality and Teacher Educator Identity Development: A Collaborative Autoethnographic Study
Wei Liao, Jihea Maddamsetti
Action in Teacher Education (2019) Vol. 41, Iss. 4, pp. 287-306
Closed Access | Times Cited: 14
“The Good World You Thought Existed does not”: Teachers’ Classroom and Self-Transformation Following Sexual Abuse of Pupils
Laura I. Sigad, Efrat Lusky‐Weisrose, Avivit Malki, et al.
Child & Youth Care Forum (2022) Vol. 52, Iss. 5, pp. 1073-1091
Closed Access | Times Cited: 8
Quality initial teacher education in the grip of teacher educator ‘academic tribes and territories’
Fjolla Kaçaniku
Education Inquiry (2023), pp. 1-21
Open Access | Times Cited: 4
Navigating the Pressures of Self-Study Methodology
Shawn Michael Bullock
Springer international handbooks of education (2020), pp. 245-267
Closed Access | Times Cited: 12
The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes
Yueying Gong, Ann-Marie Young, Ann MacPhail
European Journal of Teacher Education (2021) Vol. 46, Iss. 4, pp. 707-726
Open Access | Times Cited: 11
Unpacking dimensions of immersion teacher educator identity
Aisling Leavy, Máiréad Hourigan, TADHG Ó CEALLAIGH
Journal of Immersion and Content-Based Language Education (2018) Vol. 6, Iss. 2, pp. 218-243
Closed Access | Times Cited: 10
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
When You’re with Me, I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction
Gwendolyn M. Lloyd, Andrea de Carle, Mary Jayne Coon-Kitt
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 77-98
Closed Access | Times Cited: 7
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