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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:

Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational
Gabriella Foreman-Brown, Esther Fitzpatrick, Kaye Twyford
The Educational and Developmental Psychologist (2022) Vol. 40, Iss. 1, pp. 18-26
Open Access | Times Cited: 18

Showing 18 citing articles:

Jordanian English language educators’ perceived readiness for virtual learning environment
Hanan Madanat, Radzuwan Ab Rashid, Umair Munir Hashmi, et al.
Heliyon (2024) Vol. 10, Iss. 4, pp. e25766-e25766
Open Access | Times Cited: 6
Digital Competence in University Lecturers: A Meta-Analysis of Teaching Challenges
Marta Liesa Orús, Raquel Lozano-Blasco, Lorena Arce-Romeral
Education Sciences (2023) Vol. 13, Iss. 5, pp. 508-508
Open Access | Times Cited: 9
Authentic student leadership development: structural equation model testing differences among student leader populations
Joseph Crawford, Gemma Lewis, Jo‐Anne Kelder
The Educational and Developmental Psychologist (2024) Vol. 41, Iss. 2, pp. 191-201
Open Access | Times Cited: 2
Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations
Ronnel B. King, Hongbiao Yin, Kelly‐Ann Allen
The Educational and Developmental Psychologist (2022) Vol. 40, Iss. 1, pp. 1-4
Closed Access | Times Cited: 11
To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic
Noble Lo, Bryan Ka-ho To
SN Computer Science (2023) Vol. 4, Iss. 3
Open Access | Times Cited: 5
Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times
Michiko Weinmann, Rod Neilsen, Carolina Cabezas-Benalcázar
Language Awareness (2023) Vol. 33, Iss. 2, pp. 347-364
Open Access | Times Cited: 5
Socio-material mangles: the learning management system and lecturer positioning
Natalie-Jane Howard, Agariadne Dwinggo Samala
Learning Media and Technology (2024), pp. 1-16
Open Access | Times Cited: 1
Facilitators and Barriers to Online Teaching and Educational Technology Use by University Lecturers during COVID-19: A Systematic Review of Qualitative Evidence
Tomas Kaqinari
Trends in Higher Education (2023) Vol. 2, Iss. 4, pp. 636-666
Open Access | Times Cited: 3
The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach
Mostafa Nazari, Haniye Seyri
Technology Pedagogy and Education (2024), pp. 1-16
Closed Access
The Development of Professional Identity and Its Associations With Emotions
Z Shi, Y. Zhang, Rong Yan
Advances in higher education and professional development book series (2024), pp. 85-120
Closed Access
A longitudinal qualitative study on Iranian university lecturers' identity reconstruction during the COVID-19 pandemic through text-mining: a dynamic approach
Maria Shobeiry
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access
Advancing teacher competencies: assessing the influence of faculty development programs (FDP) on embracing modern innovations in teaching
Abhinandan Kulal, N Abhishek, Sahana Dinesh, et al.
Journal of Applied Research in Higher Education (2024) Vol. 16, Iss. 4, pp. 1301-1323
Closed Access
Identity transformation in a cross-departmental teaching community: experiences of academics at a research-intensive university in China
Ming Cheng, Qijuan Shen, Sanfa Cai
Journal of Asian Public Policy (2024), pp. 1-17
Closed Access
Examining academics’ changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach
Elisa Bone, Sarah French, Christopher Charles Deneen, et al.
Teaching in Higher Education (2024), pp. 1-22
Open Access
Teacher identity continuum: A framework for teacher identity shifts online
Amira El-Soussi
International Journal of Educational Research Open (2024) Vol. 8, pp. 100411-100411
Closed Access
Psychological Well-Being of Teachers Post Covid-19: Moving Towards A Sustainable Future
Fatemeh Ranjbaran
Psychology & Psychological Research International Journal (2023) Vol. 8, Iss. 2, pp. 1-5
Open Access | Times Cited: 1
To what extent can language teachers enact agency in emergency online teaching?
Qiaoying Cai, Xinmin Zheng
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 2
‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times
Juliana Ryan, Kerri Anne Garrard, Rosalyn Black
Discourse Studies in the Cultural Politics of Education (2023) Vol. 45, Iss. 2, pp. 212-224
Open Access
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