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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:

Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash?
Mahsa Izadinia
Professional Development in Education (2015) Vol. 42, Iss. 3, pp. 387-402
Closed Access | Times Cited: 119

Showing 1-25 of 119 citing articles:

A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
Mahsa Izadinia
Teaching and Teacher Education (2015) Vol. 52, pp. 1-10
Closed Access | Times Cited: 178
The dark side of mentoring on pre-service language teachers' identity formation
Rui Yuan
Teaching and Teacher Education (2016) Vol. 55, pp. 188-197
Closed Access | Times Cited: 131
The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study
Hongyu Zhao, Xiaohui Zhang
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 72
Clinical mentors' experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study
Pia Hagqvist, Ashlee Oikarainen, Anna‐Maria Tuomikoski, et al.
Nurse Education Today (2020) Vol. 87, pp. 104348-104348
Open Access | Times Cited: 58
Novice teachers and embracing struggle: Dialogue and reflection in professional development
Trevor Thomas Stewart, Timothy A. Jansky
Teaching and Teacher Education Leadership and Professional Development (2022) Vol. 1, pp. 100002-100002
Open Access | Times Cited: 32
Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era
Miri Ben-Amram, Nitza Davidovitch
Education Sciences (2024) Vol. 14, Iss. 2, pp. 143-143
Open Access | Times Cited: 5
Professional identity development in pre-service teachers: the impact of online informal mentoring
Dilek Fazlıoğlu Schwaller, Nur Akkuş Çakır
Professional Development in Education (2025), pp. 1-17
Closed Access
Preservice teachers’ professional identity development and the role of mentor teachers
Mahsa Izadinia
International Journal of Mentoring and Coaching in Education (2016) Vol. 5, Iss. 2, pp. 127-143
Closed Access | Times Cited: 58
“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
Clara Kühn, Gerda Hagenauer, Alexander Gröschner
Teaching and Teacher Education (2022) Vol. 113, pp. 103659-103659
Open Access | Times Cited: 27
How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy
Yueting Xu, Liyi He
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 40
Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters
Qin Xie, Yi Cui
Studies In Educational Evaluation (2021) Vol. 70, pp. 101019-101019
Closed Access | Times Cited: 27
Pre-service teachers’ professional identity transformation: a positioning theory perspective
Xianhan Huang, Chan Wang
Professional Development in Education (2021) Vol. 50, Iss. 1, pp. 174-191
Closed Access | Times Cited: 27
Student Teachers’ Knowledge in the Era of the Fourth Industrial Revolution
Cedric Bheki Mpungose
Education and Information Technologies (2020) Vol. 25, Iss. 6, pp. 5149-5165
Closed Access | Times Cited: 28
Understanding the nature of mentoring experiences between teachers and student teachers
Semiyu Adejare Aderibigbe, Donald Gray, Laura Colucci‐Gray
International Journal of Mentoring and Coaching in Education (2018) Vol. 7, Iss. 1, pp. 54-71
Open Access | Times Cited: 28
Promoting practical wisdom in teacher education: a qualitative descriptive study
Katariina Stenberg, Katriina Maaranen
European Journal of Teacher Education (2020) Vol. 45, Iss. 5, pp. 617-633
Open Access | Times Cited: 24
How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study
Chen Chen, Shengkai Ji, Juan Jiang
Teaching and Teacher Education (2023) Vol. 125, pp. 104071-104071
Closed Access | Times Cited: 8
An emerging taxonomy explaining mentor-teachers’ role in student-teachers’ practicum: What they do and to what end?
Tal Carmi, Eran Tamir
Teaching and Teacher Education (2023) Vol. 128, pp. 104121-104121
Closed Access | Times Cited: 8
Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity
Mahsa Izadinia
Springer eBooks (2018), pp. 109-119
Closed Access | Times Cited: 27
Talking the Talk and Walking the Walk: Pre-service Teachers’ Evaluation of their Mentors
Mahsa Izadinia
Mentoring & Tutoring Partnership in Learning (2015) Vol. 23, Iss. 4, pp. 341-353
Closed Access | Times Cited: 26
Student Teachers’ Views on Developing Practical Online Art Skills During Teaching Practice
Thelma de Jager
Teacher Education through Flexible Learning in Africa (TETFLE) (2024) Vol. 5, Iss. 1
Open Access | Times Cited: 2
Pre-service teachers’ use of metaphors for mentoring relationships
Mahsa Izadinia
Journal of Education for Teaching International Research and Pedagogy (2017) Vol. 43, Iss. 5, pp. 506-519
Closed Access | Times Cited: 21
What metaphors of learning can (and cannot) tell us about students' learning
Elisabeth Wegner, Christian Burkhart, Mona Weinhuber, et al.
Learning and Individual Differences (2020) Vol. 80, pp. 101884-101884
Closed Access | Times Cited: 18
The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis
Benjamin Dreer
International Journal of Mentoring and Coaching in Education (2021) Vol. 10, Iss. 1, pp. 101-117
Closed Access | Times Cited: 17
‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum
Gerda Hagenauer, Jennifer Waber, Lea de Zordo
Professional Development in Education (2021) Vol. 49, Iss. 3, pp. 402-415
Open Access | Times Cited: 16
The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience
Irene García Lázaro, María Pilar Colás Bravo, Jesús Conde Jiménez
Sustainability (2022) Vol. 14, Iss. 16, pp. 10185-10185
Open Access | Times Cited: 11
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