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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:

The trials of transition, and the impact upon the pedagogy of new teacher educators
Sue Field
Professional Development in Education (2012) Vol. 38, Iss. 5, pp. 811-826
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Teacher educators’ identity: a review of literature
Mahsa Izadinia
European Journal of Teacher Education (2014) Vol. 37, Iss. 4, pp. 426-441
Closed Access | Times Cited: 202
Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers
Johan Kristian Andreasen, Cato R. P. Bjørndal, Velibor Bobo Kovač
Teaching and Teacher Education (2019) Vol. 85, pp. 281-291
Open Access | Times Cited: 65
Being a teacher and a teacher educator – developing a new identity?
Elizabeth White
Professional Development in Education (2013) Vol. 40, Iss. 3, pp. 436-449
Open Access | Times Cited: 58
Emotional tensions in identity transition from teachers to teacher educators: voices from early-career teacher educators
Zia Tajeddin, Zahra Keshvari
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Developing the developers: supporting and researching the learning of professional development facilitators
Emily Perry, Mark Boylan
Professional Development in Education (2017) Vol. 44, Iss. 2, pp. 254-271
Closed Access | Times Cited: 45
The practices of professional development facilitators
Emily Perry, Josephine Booth
Professional Development in Education (2021) Vol. 50, Iss. 1, pp. 144-156
Open Access | Times Cited: 31
Developing an appreciation of what it means to be a school-based teacher educator
Elizabeth White, Claire Dickerson, Kathryn M Weston
European Journal of Teacher Education (2015) Vol. 38, Iss. 4, pp. 445-459
Open Access | Times Cited: 39
New directions for teacher education: investigating school/university partnership in an increasingly school-based context
Alison Jackson, James G. Burch
Professional Development in Education (2018) Vol. 45, Iss. 1, pp. 138-150
Open Access | Times Cited: 36
School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape
Alison Jackson, James G. Burch
Professional Development in Education (2015) Vol. 42, Iss. 4, pp. 511-526
Open Access | Times Cited: 33
Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects.
Adam Namamba, Congman Rao
Journal of Education and Practice (2017) Vol. 8, Iss. 8, pp. 136-145
Closed Access | Times Cited: 25
The professional path to become a teacher educator: the experience of Chilean teacher educators
Helena Montenegro Maggio
Professional Development in Education (2015) Vol. 42, Iss. 4, pp. 527-546
Closed Access | Times Cited: 21
Identity tensions of in-service teacher educators: A narrative inquiry
Rukiye Eryılmaz, Kenan Dikilitaş
Language Teaching Research (2023)
Open Access | Times Cited: 3
Re(framing) identity: teacher educators’ experiences with marginalization
Karen Ramlackhan, Ann Cranston‐Gingras, Nicholas Catania, et al.
Higher Education Research & Development (2021) Vol. 41, Iss. 3, pp. 852-866
Closed Access | Times Cited: 7
Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training
Jacquelyn C. Campbell, Angela Barron McBride, LuAnn Etcher, et al.
Nursing Outlook (2017) Vol. 65, Iss. 3, pp. 290-302
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
Understanding Identity Development as a Science Teacher Educator Through Shifts in Pedagogical Equilibrium
Jennifer Mansfield, Meredith Park Rogers, Amanda Berry
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Identities of Teacher Educators in Higher Education: A Literature Review
Leanete Thomas Dotta, Amélia Lopes
Revista Colombiana de Educación (2023), Iss. 88, pp. 35-56
Open Access | Times Cited: 2
Creativity in Education: International perspectives
Vlad Petre Glăveanu, Amanda Ince, Nicole Brown, et al.
UCL Press eBooks (2023)
Open Access | Times Cited: 2
Thresholds and Liminal Spaces
Linda Martindale, Stella Howden
BRILL eBooks (2024), pp. 396-411
Open Access
Understanding Identities in Activities
Mark Feng Teng
(2024), pp. 43-53
Closed Access
Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland
Thomas Walsh, Rose Dolan
Professional Development in Education (2018) Vol. 45, Iss. 4, pp. 527-538
Open Access | Times Cited: 3
Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs
Monique Alexander
Journal of Educational Supervision (2019) Vol. 2, Iss. 2
Open Access | Times Cited: 3
Telling stories : a process of identification for six neophyte teacher educators
PM Amott
Doctoral thesis, UCL (University College London). (2016)
Closed Access | Times Cited: 2
The carceral existence of social work academics: a Foucauldian analysis of social work education in English universities
Diane Simpson, Sarah Amsler
Foucault Studies (2020) Vol. 1, Iss. 28, pp. 36-70
Open Access | Times Cited: 1
Exploring the Perceptions Regarding Language Teacher Educator Identity: A Multiple Case Study on Three ELT Teacher Educators
Magdalena Keskin, Gökhan Öztürk
Pedagogika (2022) Vol. 148, Iss. 4, pp. 85-105
Open Access | Times Cited: 1
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