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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:

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

Showing 1-25 of 27 citing articles:

Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training
Yang-Zheng Lan
Teaching and Teacher Education (2024) Vol. 151, pp. 104736-104736
Open Access | Times Cited: 8
Vietnamese millennial teachers’ career identity during and after the transition to work
Anh Ngoc Quynh Phan, Ha Hai Nguyen, Thuy Thanh Nguyen
Learning Research and Practice (2025), pp. 1-19
Closed Access
Contextual Factors Shaping the Professional Identity of Chinese Teachers in English as a Foreign Language Instructional Context: Exploring the Role of School Climate and Administrator Leadership Behavior
W. Wang, Ali Derakhshan
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 4
Exploring antecedents of student teachers' emotions during instructional experiences: A situation‐specific analysis
Eva S. Becker, Tina Hascher, Thomas Goetz, et al.
British Journal of Educational Psychology (2025)
Open Access
Feeling Unvalued
Karen Peel, Nick Kelly
(2025), pp. 125-145
Closed Access
Using positioning theory to think about mathematics classroom talk
Ove Gunnar Drageset, Fiona Ell
Educational Studies in Mathematics (2024) Vol. 115, Iss. 3, pp. 353-385
Open Access | Times Cited: 3
The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector
Adam Poole
International Journal of Educational Research (2024) Vol. 128, pp. 102484-102484
Closed Access | Times Cited: 3
Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia
Jorge Chávez, Juan Pablo Barril, Tatiana López Jiménez, et al.
Pedagogy Culture and Society (2024), pp. 1-17
Closed Access | Times Cited: 2
Addressing the Teacher Exodus via Mobile Pedagogies: Strengthening the Professional Capacity of Second-Career Preservice Teachers through Online Communities of Practice
Sarah Oluk
Education Sciences (2023) Vol. 13, Iss. 9, pp. 887-887
Open Access | Times Cited: 5
English teacher identity measure: Development and validation in a Chinese EFL context
Yiqian Yan, Madhubala Bava Harji, Sathiamoorthy Kannan
Cogent Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 5
Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators
Zhiling Cai, Jinxing Zhu, Saiqi Tian
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education
Ken Jones, Jim O’Brien
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 1-10
Open Access | Times Cited: 4
Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors
Yiqian Yan
International Journal of Teacher Education and Professional Development (2024) Vol. 6, Iss. 1, pp. 1-16
Open Access | Times Cited: 1
The development and validation of the teacher professional identity scale in a Chinese university context
Jie Zeng, Weijia Liu
PLoS ONE (2024) Vol. 19, Iss. 3, pp. e0293156-e0293156
Open Access | Times Cited: 1
Professional insights for the successful implementation of peer-mentoring programs for undergraduate teacher candidates
Clayton Smith, Geri Salinitri, K.W. Hart
International Journal of Mentoring and Coaching in Education (2024) Vol. 13, Iss. 3, pp. 394-410
Closed Access | Times Cited: 1
An International Student, a Researcher, or a Work-Ready Graduate? Exploring the Self-formation of International Students in Coursework Master’s Programmes
Yuqi Lin, Xu Yue
(2022), pp. 141-156
Closed Access | Times Cited: 5
Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia
Yuqi Lin, Jing Lin Shi, Chenyang Zhang
Journal of International Students (2022) Vol. 12, Iss. S2, pp. 68-87
Open Access | Times Cited: 4
Impact of Online Field Practice on Islamic Education Preservice Teachers
Kalthoum Alkandari
International Journal of Distance Education Technologies (2024) Vol. 22, Iss. 1, pp. 1-17
Open Access
Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis
Li Yan, Ahmad Zamri Khairani
Teaching and Teacher Education (2024) Vol. 154, pp. 104856-104856
Closed Access
Incorporating Critical Pedagogy into Second Language Teacher Education: An Identity Lens
Kailun Wang, Rui Yuan
RELC Journal (2024)
Closed Access
Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives
Peijian Paul Sun, Yawen Wang, Yanxing Lv, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 1
The Psychological Dimensions Shaping Teacher Trainees’ Transitioning to Professionals: Morocco's CRMEFs as Case Study
Lhoussine Qasserras, El Yatim Imane -, Qasserras Mohammed -
International Journal For Multidisciplinary Research (2023) Vol. 5, Iss. 2
Open Access
Requiring Authenticity: ITE Partnership Policy in Aotearoa New Zealand
Fiona Ell
(2023), pp. 9-25
Closed Access
What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice
Polina Jilina
(2023)
Open Access
Modelos de Formación del Profesorado e Identidad Docente: Una articulación necesaria
Lidia Valdenegro-Fuentes
Revista de Estudios y Experiencias en Educación (2023) Vol. 22, Iss. 50, pp. 215-234
Open Access
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