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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:

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

Showing 1-25 of 58 citing articles:

Elements of a quality pre-service teacher mentor: A literature review
Neville John Ellis, Dennis Alonzo, Hoa Thi Mai Nguyen
Teaching and Teacher Education (2020) Vol. 92, pp. 103072-103072
Closed Access | Times Cited: 170
Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training
M. Teresa Fuertes, Carles Dulsat Ortiz, Isabel Álvarez
Sustainability (2021) Vol. 13, Iss. 11, pp. 6261-6261
Open Access | Times Cited: 43
Relationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis
Seyedali Ahrari, Samsilah Roslan, Zeinab Zaremohzzabieh, et al.
Cogent Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 42
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
Reading Interventionists’ Representations of the Science of Reading in Interactions with Preservice Teachers
Catherine Lammert, Vickie Godfrey, Jorge Azón Ramos
Reading Psychology (2025), pp. 1-20
Closed Access
‘I’m a cracked vase’: identity narratives of disabled pre-service teachers
H. K.‐L. Cheung, Juuso Henrik Nieminen
Disability & Society (2025), pp. 1-23
Open Access
Teachers’ Professional Identity Construction: A review of the literature
Elisa Pérez Gracia, Rocío Serrano Rodriǵuez, Alfonso Pontes Pedrajas
Profesorado Revista de Currículum y Formación del Profesorado (2022) Vol. 26, Iss. 1, pp. 371-393
Open Access | Times Cited: 23
Synergy between lesson study and content representation in a preservice teacher practicum
Paulo Maurício, Bianor Valente
Teaching and Teacher Education (2024) Vol. 142, pp. 104525-104525
Closed Access | Times Cited: 4
Exploring pre-service teachers’ beliefs and practices in a Macau English language teacher education program
Melissa H. Yu, Barry Lee Reynolds, Xiaochen Wang
Asia Pacific Journal of Education (2025), pp. 1-15
Closed Access
Learning from novice–expert interaction in teachers’ continuing professional development
Xinglin Jin, Tongji Li, Jacobiene Meirink, et al.
Professional Development in Education (2019) Vol. 47, Iss. 5, pp. 745-762
Open Access | Times Cited: 40
Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
Catarina Amorim, Elsa Ribeiro-Silva
Education Sciences (2024) Vol. 14, Iss. 2, pp. 167-167
Open Access | Times Cited: 3
Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions
Margarida Alves, Ann MacPhail, Paula Queirós, et al.
European Physical Education Review (2018) Vol. 25, Iss. 3, pp. 893-909
Closed Access | Times Cited: 36
Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education
Jenny Byrne, Willeke Rietdijk, Karen Pickett
Teaching and Teacher Education (2017) Vol. 69, pp. 289-299
Open Access | Times Cited: 31
The role of mentoring in early career physics teachers’ professional identity construction
David Cameron, Anna Grant
International Journal of Mentoring and Coaching in Education (2017) Vol. 6, Iss. 2, pp. 128-142
Closed Access | Times Cited: 28
Mentoring as meaningful professional development
William Walters, Daniel B. Robinson, Jared Walters
International Journal of Mentoring and Coaching in Education (2019) Vol. 9, Iss. 1, pp. 21-36
Closed Access | Times Cited: 23
Formación de la identidad docente de estudiantes de la carrera de Educación Primaria desde la experiencia de la práctica profesional
María Luisa Madueño Serrano, Lorena del Rocío Gutiérrez Márquez
Formación universitaria (2020) Vol. 13, Iss. 5, pp. 57-68
Open Access | Times Cited: 23
Manifestations of professional identity work: an integrative review of research in professional identity formation
Stefanie Reissner, Elizabeth Armitage‐Chan
Studies in Higher Education (2024) Vol. 49, Iss. 12, pp. 2707-2722
Open Access | Times Cited: 2
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
Alastair Henry, Maria Mollstedt
Learning Culture and Social Interaction (2021) Vol. 31, pp. 100568-100568
Open Access | Times Cited: 16
Estado del arte sobre identidad docente: investigación de experiencias de profesores en formación y en ejercicio
Karen Gajardo-Asbún
Deleted Journal (2019) Vol. 10, Iss. 18, pp. 79-93
Open Access | Times Cited: 17
“I as a practicum mentor”: identities of mentors of student teachers
Consuelo García, Antoni Badia
Mentoring & Tutoring Partnership in Learning (2023) Vol. 31, Iss. 3, pp. 335-351
Closed Access | Times Cited: 5
El desarrollo profesional a través de las prácticas externas desde la visión del profesorado en formación inicial.
Irene García Lázaro, Jesús Conde Jiménez, María Pilar Colás Bravo
Revista Fuentes (2022) Vol. 2, Iss. 24, pp. 149-161
Open Access | Times Cited: 8
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
Percepciones del alumnado y profesorado de Educación Secundaria sobre la presencia de estudiantes del Máster de Profesorado en el Aula
Laura Padrón Brito
Dedica (2024), Iss. 22, pp. 237-258
Open Access | Times Cited: 1
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction
Catherine Lammert, Lacy D. Brice
Teaching and Teacher Education (2024) Vol. 144, pp. 104579-104579
Closed Access | Times Cited: 1
Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum
Sabine Weiß, Annika Braun, Markus Pacher, et al.
European Journal of Teacher Education (2024) Vol. 47, Iss. 2, pp. 285-304
Open Access | Times Cited: 1
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