Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Professionally Developing as a Teacher Educator
John Loughran
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 271-283
Closed Access | Times Cited: 445

Showing 1-25 of 445 citing articles:

Teacher education communities of practice: More than a culture of collaboration
Kevin Patton, Melissa Parker
Teaching and Teacher Education (2017) Vol. 67, pp. 351-360
Closed Access | Times Cited: 218
Teacher educators' professional learning: A literature review
Cui Ping, Gonny Schellings, Douwe Beijaard
Teaching and Teacher Education (2018) Vol. 75, pp. 93-104
Open Access | Times Cited: 209
The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Gerry Czerniawski, Ainat Guberman, Ann MacPhail
European Journal of Teacher Education (2016) Vol. 40, Iss. 1, pp. 127-140
Open Access | Times Cited: 151
The professional development of higher education-based teacher educators: needs and realities
Ann MacPhail, Marit Ulvik, Ainat Guberman, et al.
Professional Development in Education (2018) Vol. 45, Iss. 5, pp. 848-861
Open Access | Times Cited: 144
Novice Programmers and Introductory Programming
Anthony Robins
Cambridge University Press eBooks (2019), pp. 327-376
Closed Access | Times Cited: 136
Making transparent the challenges of developing a practice-based pedagogy of teacher education
Megan Madigan Peercy, Francis John Troyan
Teaching and Teacher Education (2016) Vol. 61, pp. 26-36
Closed Access | Times Cited: 125
International Handbook of Self-Study of Teaching and Teacher Education Practices

Springer international handbooks of education (2020)
Closed Access | Times Cited: 119
Coherent teacher education programmes: taking a student perspective
Esther T. Canrinus, Ole Kristian Bergem, Kirsti Klette, et al.
Journal of Curriculum Studies (2015) Vol. 49, Iss. 3, pp. 313-333
Closed Access | Times Cited: 112
Towards an ‘international forum for teacher educator development’: an agenda for research and action
Geert Kelchtermans, Kari Smith, Ruben Vanderlinde
European Journal of Teacher Education (2017) Vol. 41, Iss. 1, pp. 120-134
Open Access | Times Cited: 110
Teacher Educators’ Professional Development: Towards a Typology of Teacher Educators’ Researcherly Disposition
Hanne Tack, Ruben Vanderlinde
British Journal of Educational Studies (2014) Vol. 62, Iss. 3, pp. 297-315
Closed Access | Times Cited: 107
Teacher educators’ task perception and its relationship to professional identity and teaching practice
Eric Richter, Martin Brunner, Dirk Richter
Teaching and Teacher Education (2021) Vol. 101, pp. 103303-103303
Open Access | Times Cited: 100
The Cambridge Handbook of Computing Education Research
Sally Fincher, Sally Fincher, Sally Fincher, et al.
Cambridge University Press eBooks (2019)
Closed Access | Times Cited: 100
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Leonie Rowan, Terri Bourke, Lyra L’Estrange, et al.
Review of Educational Research (2020) Vol. 91, Iss. 1, pp. 112-158
Open Access | Times Cited: 96
Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement
Stavroula Valiandes, Lefkios Neophytou
Teacher Development (2017) Vol. 22, Iss. 1, pp. 123-138
Closed Access | Times Cited: 92
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects
Lisa Didion, Jessica R. Toste, Marissa J. Filderman
Journal of Research on Educational Effectiveness (2019) Vol. 13, Iss. 1, pp. 29-66
Closed Access | Times Cited: 87
Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses
Annika Diery, Freydis Vogel, Maximilian Knogler, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 84
Emotion regulation and need satisfaction shape a motivating teaching style
Angelica Moè, Idit Katz
Teachers and Teaching (2020) Vol. 27, Iss. 5, pp. 370-387
Closed Access | Times Cited: 80
Language Teacher Educator Identity
Gary Barkhuizen
(2021)
Closed Access | Times Cited: 63
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
Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?
Muhammad Fuad, Farida Ariyani, Edi Suyanto, et al.
Universal Journal of Educational Research (2020) Vol. 8, Iss. 11B, pp. 6091-6102
Open Access | Times Cited: 58
Computational Thinking
Paul Curzon, Tim Bell, Jane Waite, et al.
Cambridge University Press eBooks (2019), pp. 513-546
Closed Access | Times Cited: 58
Programming Paradigms and Beyond
Shriram Krishnamurthi, Kathi Fisler
Cambridge University Press eBooks (2019), pp. 377-413
Closed Access | Times Cited: 54
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Darío Luis Banegas, David Gerlach
System (2021) Vol. 98, pp. 102474-102474
Open Access | Times Cited: 40
The importance of structure and trust in developmental work in school: with observations and joint analyses as the key activity
May Britt Postholm
Frontiers in Education (2025) Vol. 9
Open Access
‘I should conduct action research more often’: teacher educators’ professional development through action research
Bridget Goodman, Alexandra Nam, Almira Yembergenova, et al.
Educational Action Research (2025), pp. 1-18
Open Access
Page 1 - Next Page

Scroll to top