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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:

Investigating processes of change in beliefs and practice following professional development: multiple change models among in-service teachers in China
David W. Sansom
Professional Development in Education (2019) Vol. 46, Iss. 3, pp. 467-481
Closed Access | Times Cited: 22

Showing 22 citing articles:

‘With arms wide open’. Inclusive pedagogy in higher education in Spain
María de las Nieves Sánchez Díaz, Beatriz Morgado
Disability & Society (2023) Vol. 39, Iss. 7, pp. 1800-1820
Open Access | Times Cited: 11
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Isabel Eßling, Maria Todorova, Cornelia Sunder, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104250-104250
Open Access | Times Cited: 8
Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief
Xiaolin Liu, Liguo Zhang
Teaching and Teacher Education (2023) Vol. 139, pp. 104434-104434
Closed Access | Times Cited: 7
Exploring Teaching Beliefs, Efficacy, Innovation, and Organisational Atmosphere in Western China Universities
Ju Guo Peng, Wenchuan Wu
Journal of Law and Sustainable Development (2024) Vol. 12, Iss. 1, pp. e2584-e2584
Open Access | Times Cited: 2
Responsive facilitation: validating constructs to support in-service science teacher professional development
Martha Inouye, Clare Gunshenan
Teacher Development (2024) Vol. 28, Iss. 4, pp. 494-514
Closed Access | Times Cited: 1
Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers
Maria de las Nieves Sanchez Diaz, Beatriz Morgado, Jane Seale
Australasian Journal of Educational Technology (2024)
Open Access | Times Cited: 1
Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020
Hanife Taşdemir, A. Cendel Karaman
Review of Education (2022) Vol. 10, Iss. 1
Closed Access | Times Cited: 7
How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators
Marleen W. Ottenhoff- de Jonge, Yvonne Steinert, Iris van der Hoeven, et al.
Medical Teacher (2022) Vol. 44, Iss. 12, pp. 1354-1361
Open Access | Times Cited: 7
Excellence is not an island: team-based professional development in Higher Education
Eva F. Hinojosa Pareja, María García‐Cano Torrico
Professional Development in Education (2020) Vol. 49, Iss. 2, pp. 368-386
Open Access | Times Cited: 9
Exploring perceptions of pracademics in an Arab context
Youmen Chaaban, Abdellatif Sellami, Rania Sawalhi, et al.
Journal of Professional Capital and Community (2021) Vol. 7, Iss. 1, pp. 83-97
Closed Access | Times Cited: 9
Pre-service teachers’ beliefs about linguistic and cultural diversity in schools: the role of opportunities to learn during university teacher training
Jennifer Paetsch, Birgit Heppt, J. De Meyer
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach
Jie Gao, Yuwei Xu, Eleanor Kitto, et al.
Early Years Journal of International Research and Development (2021) Vol. 42, Iss. 1, pp. 55-70
Open Access | Times Cited: 8
‘Are they walking their talk?’: alignment of teachers’ professed beliefs and enacted practices for teaching through dialogic argumentation
Sally B. Gutierez
Journal of Biological Education (2023) Vol. 58, Iss. 5, pp. 1329-1350
Closed Access | Times Cited: 2
Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and Beliefs
Nur Arifah Drajatı, Hyo‐Jeong So, Hilda Rakerda, et al.
The Journal of AsiaTEFL (2023) Vol. 20, Iss. 2, pp. 300-315
Open Access | Times Cited: 2
Challenges in teachers’ professional identity development under the National Teacher Training Programme: an exploratory study of seven major cities in Mainland China
Yang Yang
Music Education Research (2023) Vol. 25, Iss. 4, pp. 468-484
Closed Access | Times Cited: 2
A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching
Mostafa Nazari, Azadeh Boustani, Mohammad Sheikhi
Asian-Pacific Journal of Second and Foreign Language Education (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 4
South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration
Umesh Ramnarain, Rumbidzai Ncube, Timothy Teo
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE
Mandy Ewen, Anna Ferreira, Marlieke G.D. Helder
Professional Development in Education (2023), pp. 1-24
Closed Access | Times Cited: 1
The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study
Hilal Handan Atlı, John O’Dwyer
Professional Development in Education (2021) Vol. 50, Iss. 5, pp. 982-1000
Closed Access | Times Cited: 3
Los significados acerca de la formación y profesionalización docente universitaria de los profesores de bachillerato y licenciatura de la UNAM.
Mercedes de Agüero Servín, Víctor Jesús Rendón Cazales, Mario Alberto Benavides Lara
Revista Española de Educación Comparada (2022), Iss. 41, pp. 174-193
Open Access | Times Cited: 2
In the game of the name: Korean tertiary-level students’ English names in relation to native speakerism, identity, and emotions
Dae-Min Kang
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 5, pp. 1566-1580
Closed Access | Times Cited: 1
Foreign Language Instructors’ Professional Development in Times of Crisis: Challenges and Solutions
Angela Bailey, Kathleen A. Corrales, Lourdes Rey Paba, et al.
Íkala Revista de Lenguaje y Cultura (2022) Vol. 28, Iss. 1, pp. 13-29
Open Access | Times Cited: 1
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