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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:

Teacher Educator Professional Learning in the Third Space
Judy Williams
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 315-326
Closed Access | Times Cited: 127

Showing 1-25 of 127 citing articles:

Developing a teacher identity in the university context: a systematic review of the literature
Thea van Lankveld, Judith Schoonenboom, M.L.L. Volman, et al.
Higher Education Research & Development (2016) Vol. 36, Iss. 2, pp. 325-342
Open Access | Times Cited: 343
School-university partnerships in Australia: a systematic literature review
Corinne A. Green, Sharon Tindall‐Ford, Michelle J. Eady
Asia-Pacific Journal of Teacher Education (2019) Vol. 48, Iss. 4, pp. 403-435
Closed Access | Times Cited: 109
Partnerships as third spaces for professional practice in initial teacher education: A scoping review
Viviana Daza, Gréta Björk Guðmundsdóttir, Andreas Lund
Teaching and Teacher Education (2021) Vol. 102, pp. 103338-103338
Open Access | Times Cited: 85
Language Teacher Educator Identity
Gary Barkhuizen
(2021)
Closed Access | Times Cited: 63
Supporting beginner teacher identity development: external mentors and the third space
Joanna McIntyre, Andrew J. Hobson
Research Papers in Education (2015) Vol. 31, Iss. 2, pp. 133-158
Open Access | Times Cited: 75
Factors that influence TPACK adoption by teacher educators in the US
Rick Voithofer, Michael J. Nelson, Guang Han, et al.
Educational Technology Research and Development (2019) Vol. 67, Iss. 6, pp. 1427-1453
Closed Access | Times Cited: 71
Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers
Johan Kristian Andreasen, Cato R. P. Bjørndal, Velibor Bobo Kovač
Teaching and Teacher Education (2019) Vol. 85, pp. 281-291
Open Access | Times Cited: 65
Investigating the Third Space: A New Agenda for Teacher Education Research
Jori S. Beck
Journal of Teacher Education (2018) Vol. 71, Iss. 4, pp. 379-391
Closed Access | Times Cited: 61
Experienced EFL teachers switching to online teaching: A case study from China
Chunmei Yan, Li Wang
System (2022) Vol. 105, pp. 102717-102717
Closed Access | Times Cited: 29
Understanding teacher identity construction through hybridity theory: a case study of a Chinese-Canadian teaching English in China
Angel Zhao, Yuehai Xiao
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
A bibliometric and systematic review of literature on teacher educators during the times of neoliberal internationalisation
Ngan Thi Lan Nguyen
Review of Education (2025) Vol. 13, Iss. 1
Open Access
University–school district collaborative continuum for teacher preparation
Joan Ann Swanson, Ross Duncan
School-University Partnerships (2025)
Closed Access
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
Jingjing Liang, Fiona Ell, Kane Meissel
Teaching and Teacher Education (2023) Vol. 130, pp. 104184-104184
Open Access | Times Cited: 14
Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice
David Brown, Rhys Lloyd
Education Sciences (2024) Vol. 14, Iss. 2, pp. 160-160
Open Access | Times Cited: 4
Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography
Lisa M. Domke, Christian Valdez, Cathy Amanti
Journal of Teacher Education (2025)
Closed Access
Developing Professionally in a Third Space: The Case of Indonesian English Teacher Educators Engaging in an Online Professional Development Community
Faishal Zakaria
TESOL Journal (2025) Vol. 16, Iss. 1
Closed Access
Emotional tensions in identity transition from teachers to teacher educators: voices from early-career teacher educators
Zia Tajeddin, Zahra Keshvari
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Professional experience: learning from the past to build the future
Rosie Le Cornu
Asia-Pacific Journal of Teacher Education (2015) Vol. 44, Iss. 1, pp. 80-101
Closed Access | Times Cited: 49
"Everyone Wants You to Do Everything": Investigating the Professional Identity Development of Teacher Educators
Brad Olsen, Rebecca Buchanan
Teacher education quarterly (Claremont, Calif.) (2017) Vol. 44, Iss. 1, pp. 9
Closed Access | Times Cited: 41
Boundary Crossing and the Professional Learning of Teacher Educators in New International Contexts
Judy Williams, Amanda Berry
Studying Teacher Education (2016) Vol. 12, Iss. 2, pp. 135-151
Closed Access | Times Cited: 36
Identity and digital equity: Reflections on a university educational technology course
Katherine McLay, Vicente Reyes
Australasian Journal of Educational Technology (2019) Vol. 35, Iss. 6, pp. 15-29
Open Access | Times Cited: 30
Third space moments: Exploring a university-school partnership through collaborative action research
Catharina Christophersen, Kari Holdhus, Ailbhe Kenny
Teaching and Teacher Education (2024) Vol. 141, pp. 104499-104499
Open Access | Times Cited: 3
Critical moments in the process of educational change: understanding the dynamics of change among teacher educators
David L. Brody, Linor L. Hadar
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 50-65
Closed Access | Times Cited: 23
Innovations at the boundary: an exploratory case study of a New Zealand school-university partnership in initial teacher education
Alison Sewell, Tracey-Lynne Cody, Kama Weir, et al.
Asia-Pacific Journal of Teacher Education (2017) Vol. 46, Iss. 4, pp. 321-339
Closed Access | Times Cited: 23
Rethinking Professional Experience Through a Learning Community Model: Toward a Culture Change
Tania Broadley, Romana Martin, Elizabeth Curtis
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 22
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