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:
Lost and found: an exploration of the professional identity of primary teachers during the Covid-19 pandemic
Conor Mellon
Journal for Multicultural Education (2022) Vol. 16, Iss. 1, pp. 77-89
Closed Access | Times Cited: 15
Conor Mellon
Journal for Multicultural Education (2022) Vol. 16, Iss. 1, pp. 77-89
Closed Access | Times Cited: 15
Showing 15 citing articles:
Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis
Tianji Zhou, Yizhen Yin, Hanyi Zhang, et al.
BMC Nursing (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 15
Tianji Zhou, Yizhen Yin, Hanyi Zhang, et al.
BMC Nursing (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 15
‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID ‐19 in England
Lisa E. Kim, Diana Fields, Kathryn Asbury
British Journal of Educational Psychology (2023) Vol. 93, Iss. 4, pp. 1105-1122
Open Access | Times Cited: 8
Lisa E. Kim, Diana Fields, Kathryn Asbury
British Journal of Educational Psychology (2023) Vol. 93, Iss. 4, pp. 1105-1122
Open Access | Times Cited: 8
Language teachers’ identity development post COVID-19: a transformative learning perspective
Muna Alosaimi
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
Muna Alosaimi
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
‘Feeling Overwhelmed’: Pedagogy and professionalism in a pandemic
Jane Perryman, Sandra Leaton Gray, Eleanore Hargreaves, et al.
Pedagogy Culture and Society (2022) Vol. 32, Iss. 3, pp. 795-814
Open Access | Times Cited: 4
Jane Perryman, Sandra Leaton Gray, Eleanore Hargreaves, et al.
Pedagogy Culture and Society (2022) Vol. 32, Iss. 3, pp. 795-814
Open Access | Times Cited: 4
Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic
Menelaos Tzifopoulos
Center for Educational Policy Studies Journal (2024)
Open Access
Menelaos Tzifopoulos
Center for Educational Policy Studies Journal (2024)
Open Access
The relationship between challenge-hindrance stress, professional identity, and emotional labor of Chinese preschool teachers
Yaqian Zhang, Yujiao Wang, Chonggao Wang, et al.
Work (2024), pp. 1-14
Closed Access
Yaqian Zhang, Yujiao Wang, Chonggao Wang, et al.
Work (2024), pp. 1-14
Closed Access
Pandemi (COVID-19) Döneminde Okul Öncesi Öğretmenlerinin Mesleki Kimliklerine Yönelik Görüşleri
Mehmet Oğuz GÖLE, Mustafa Nişan, Aysel Tüfekci
Anadolu Journal Of Educational Sciences International (2024) Vol. 14, Iss. 1, pp. 55-88
Open Access
Mehmet Oğuz GÖLE, Mustafa Nişan, Aysel Tüfekci
Anadolu Journal Of Educational Sciences International (2024) Vol. 14, Iss. 1, pp. 55-88
Open Access
“Who am I?”: an autoethnographic self-study on teacher identity and emotional labour of a volunteer teacher during COVID-19
Hanxi Li
Asia Pacific Journal of Education (2024), pp. 1-13
Closed Access
Hanxi Li
Asia Pacific Journal of Education (2024), pp. 1-13
Closed Access
Measuring the Professional Identity of Italian Teachers: The Development of the Teacher Role Identity Questionnaire (TRIQ)
Stefano Delbosq, Luca Vecchio, Gruppo HBSC Lombardia, et al.
Identity (2024), pp. 1-18
Closed Access
Stefano Delbosq, Luca Vecchio, Gruppo HBSC Lombardia, et al.
Identity (2024), pp. 1-18
Closed Access
Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19
Linda Walz, Charlotte Haines Lyon, Graham Bright, et al.
British Educational Research Journal (2023) Vol. 49, Iss. 4, pp. 711-730
Open Access | Times Cited: 1
Linda Walz, Charlotte Haines Lyon, Graham Bright, et al.
British Educational Research Journal (2023) Vol. 49, Iss. 4, pp. 711-730
Open Access | Times Cited: 1
Identity Matters: Validation of the Professional Identification Scale in a Sample of Teachers in South Africa During the COVID-19 Pandemic
Tyrone B. Pretorius, Anita Padmanabhanunni, Serena Ann Isaacs
Trends in Psychology (2022)
Open Access | Times Cited: 2
Tyrone B. Pretorius, Anita Padmanabhanunni, Serena Ann Isaacs
Trends in Psychology (2022)
Open Access | Times Cited: 2
Studi Efikasi Diri terhadap Komunikasi Non-Verbal dalam Karakter Utama Film The Pursuit of Happiness
Nisa Monica, Rustono Farady Marta, Hana Panggabean
Scriptura (2023) Vol. 13, Iss. 1, pp. 79-89
Open Access
Nisa Monica, Rustono Farady Marta, Hana Panggabean
Scriptura (2023) Vol. 13, Iss. 1, pp. 79-89
Open Access
KARTINI FROM ALOR: EMERGING THE DISCOURSE OF TEACHER'S PROFESSIONAL IDENTITY IN KICK ANDY AND KUMPARAN
Raisa Rakhmania, Rustono Farady Marta, Hana Panggabean, et al.
al-Balagh Jurnal Dakwah dan Komunikasi (2023) Vol. 8, Iss. 1, pp. 105-140
Open Access
Raisa Rakhmania, Rustono Farady Marta, Hana Panggabean, et al.
al-Balagh Jurnal Dakwah dan Komunikasi (2023) Vol. 8, Iss. 1, pp. 105-140
Open Access
School Heads’ Post Observation Practices in Tanzania: Feedback Implications for Teachers
Linus Chaula, Godlove Lawrent, Iramba Freddie Warioba Iramba
International Journal of Educational Administration Management and Leadership (2022), pp. 41-54
Open Access
Linus Chaula, Godlove Lawrent, Iramba Freddie Warioba Iramba
International Journal of Educational Administration Management and Leadership (2022), pp. 41-54
Open Access
