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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.

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Showing 1-25 of 28 citing articles:

Early career teachers’ thinking styles and teacher expectations: teacher self-efficacy, discipline, and grade level as moderators
Bing Li, Zheng Li, Xinglong Wang, et al.
Educational Psychology (2025), pp. 1-25
Closed Access
Emotion and Agency in Building a LOTE Teacher’s Research-Teaching Nexus
Xiuwen Chen, Lan Li
System (2025), pp. 103601-103601
Closed Access
Teacher professional identity
Valentina Suarez, Jason McGrath
OECD education working papers (2022)
Open Access | Times Cited: 21
A New Conceptual Framework for Teacher Identity Development
Reza Pishghadam, Jawad Golzar, Mir Abdullah Miri
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 21
Tracing the Dynamics of Teacher Assessment Identity (TAI) Through Web-Based Audio Diaries
Masoomeh Estaji, Farhad Ghiasvand
The Qualitative Report (2023)
Open Access | Times Cited: 11
Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects
Markus Sebastian Feser, Inka Haak
Studies in Science Education (2022) Vol. 59, Iss. 2, pp. 287-320
Closed Access | Times Cited: 17
Becoming a secondary school teacher: Keys to a meaningful professional identity
Alfredo Berbegal Vázquez, Lídia Daza Pérez, Lara Carapeto Pacheco, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104697-104697
Open Access | Times Cited: 3
The relationships between Chinese teachers’ emotions, professional identity, and teaching for creativity: The mediating role of emotional intelligence
Huili Su, Jingwei Zhang, Pengjiao Li, et al.
Thinking Skills and Creativity (2024) Vol. 52, pp. 101531-101531
Open Access | Times Cited: 2
Personal narratives of three EMI teachers: construction of their identities based on their experiential development
Marta Aguilar-Pérez, Elisabet Arnó Macià
Journal of Multilingual and Multicultural Development (2024), pp. 1-14
Closed Access | Times Cited: 2
The ethics of care and the professional identity of teachers: implications for professionalization processes
Alfredo Berbegal Vázquez, Abel Merino Orozco, Ana Arraiz Pérez, et al.
Teacher Development (2024) Vol. 28, Iss. 4, pp. 628-649
Closed Access | Times Cited: 1
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
Coping with Teacher Professional Identity Tensions: Using TPACK During Global Crisis Time
Jawad Golzar, Toufiq Sarwarzada, Mir Abdullah Miri
Journal of Language Identity & Education (2023), pp. 1-19
Closed Access | Times Cited: 4
From Student to Teacher: Renegotiating Professional Identities
Zachary Milford, Anne Corey Reed
Educational Considerations (2024) Vol. 49, Iss. 3
Open Access | Times Cited: 1
Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades
Yiqian Yan
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan
Jawad Golzar, Mir Abdullah Miri, Mostafa Nazari
Professional Development in Education (2022) Vol. 50, Iss. 5, pp. 928-948
Closed Access | Times Cited: 6
How professional status influences Botswana teachers’ self-perceived professional identity: A social symbolic interaction perspective
Yaone Duduetsang Matsagopane, Xiaowei Tang
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100672-100672
Open Access | Times Cited: 2
NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022
Bharat Prasad Neupane, Laxman Gnawali, Hem Raj Kafle
TEFLIN Journal - A publication on the teaching and learning of English (2022) Vol. 33, Iss. 2, pp. 330-330
Open Access | Times Cited: 3
Middle-Level Teacher Development and Identity: A Review of the Literature
P. Gayle Andrews, Andrew Wright
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1207-1207
Open Access
Türkiye'deki Öğretmen Kimliği Üzerine Yapılan Araştırmaların Sistematik İncelemesi
Büşra Görkaş Kayabaşı, Gürcü Erdamar
Anadolu Üniversitesi Eğitim Fakültesi Dergisi (2024) Vol. 8, Iss. 1, pp. 490-516
Open Access
Professional Identity Construction of Novice Translator Trainers in Iran: An Ecological Study
Saeed Ameri
Mutatis Mutandis Revista Latinoamericana de Traducción (2024) Vol. 17, Iss. 1
Open Access
Transitioning Between Reform-Based Curricula: A Middle School Teacher’s Construction of a Science Teaching Identity
Richard Kozoll, Peter Ower
Science education international (2023) Vol. 34, Iss. 1, pp. 42-51
Open Access | Times Cited: 1
Identidad docente del profesorado de educación primaria: estado del conocimiento en SciELO y DOAJ (2012-2022)
Erick Mauricio Rivas Albuquerque
Deleted Journal (2023) Vol. 14, pp. e1820-e1820
Open Access | Times Cited: 1
Teacher Identity and Bullying—Perspectives from Teachers During Bullying Prevention Professional Development
Anne Drescher, Tracey Kenyon Milarsky, Graceson Clements, et al.
International Journal of Bullying Prevention (2023) Vol. 6, Iss. 3, pp. 355-369
Closed Access | Times Cited: 1
Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher
Hamidah Hamidah, Nurul Wahdah, Mahfuz Rizqi Mubarak, et al.
Ta lim al- Arabiyyah Jurnal Pendidikan Bahasa Arab & Kebahasaaraban (2023) Vol. 7, Iss. 2, pp. 219-235
Open Access | Times Cited: 1
Revisiting postmethod pedagogy: Adopting and adapting Socratic circle to secondary EFL teaching
Xiaomei Sun
TESOL Journal (2021) Vol. 12, Iss. 3
Closed Access | Times Cited: 3
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