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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:

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

Showing 1-25 of 61 citing articles:

Teaching and Teacher Education
Hillari Bollard, Meagan Nielsen, Layne West, et al.
(2021), pp. 9-39
Open Access | Times Cited: 186
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
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
Dorinda J. Carter Andrews, Ye He, Joanne E. Marciano, et al.
Journal of Teacher Education (2021) Vol. 72, Iss. 2, pp. 134-137
Open Access | Times Cited: 52
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
A Conceptual Framework for Third Spaces that Disrupt Power Dynamics and Transform Clinically Based Teacher Education
Megan E. Lynch, Diane Yendol‐Hoppey, Rachelle Curcio
Teachers College Record The Voice of Scholarship in Education (2025)
Closed Access
Preservice teachers learning to teach and developing teacher identity in a teacher residency
Yiting Chu
Teaching Education (2020) Vol. 32, Iss. 3, pp. 269-285
Closed Access | Times Cited: 37
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Johan Kristian Andreasen
Teaching and Teacher Education (2022) Vol. 122, pp. 103960-103960
Open Access | Times Cited: 19
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
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices
Beverley Goldshaft, Ela Sjølie
Professional Development in Education (2024) Vol. 50, Iss. 3, pp. 533-550
Open Access | Times Cited: 3
Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development
Hussein Meihami
Journal of Language Identity & Education (2023), pp. 1-18
Closed Access | Times Cited: 8
Conceptualizing White-Ability Saviorism: A Necessary Reckoning With Ableism in Urban Teacher Education
Molly Baustien Siuty, Margaret R. Beneke, Tamara Handy
Review of Educational Research (2024)
Closed Access | Times Cited: 2
A phenomenological case study of teacher candidate experiences during a yearlong teacher residency program
Daniel Mourlam, David De Jong, Nicholas J. Shudak, et al.
The Teacher Educator (2019) Vol. 54, Iss. 4, pp. 397-419
Closed Access | Times Cited: 21
Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory
Gang Zhu, Juanjo Mena, Carmen Johnson
International Journal of Educational Research (2020) Vol. 103, pp. 101638-101638
Closed Access | Times Cited: 20
The role of school placement within research-based teacher education–through the eyes of science mentors
Katarina Pajchel, Kirsti Marie Jegstad, Gunilla Eklund, et al.
Teachers and Teaching (2021) Vol. 27, Iss. 1-4, pp. 193-205
Open Access | Times Cited: 13
Djaji Mahsheye, Moghrabeye, and Labaneh: Making science relevant
Idit Adler, Christopher Karam
Journal of Research in Science Teaching (2023) Vol. 61, Iss. 1, pp. 103-136
Open Access | Times Cited: 5
Freedom Dreaming: An Abolitionist Teacher Residency
Thomas Albright, Stephanie Behm Cross, Camea Davis
Urban Education (2023)
Open Access | Times Cited: 5
Transformative mixed methods research
Donna M. Mertens
Elsevier eBooks (2022), pp. 402-410
Closed Access | Times Cited: 8
A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity
Thomas Albright
Teaching and Teacher Education (2024) Vol. 141, pp. 104491-104491
Closed Access | Times Cited: 1
Developing a new ITE programme: a story of compliant and disruptive narratives across different cultural spaces
Aileen Kennedy
European Journal of Teacher Education (2018) Vol. 41, Iss. 5, pp. 638-653
Open Access | Times Cited: 14
Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice
Lightning Jay
Teaching and Teacher Education (2023) Vol. 132, pp. 104243-104243
Closed Access | Times Cited: 4
Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education
Sarah Capello
Journal of Educational Supervision (2020) Vol. 3, Iss. 3
Open Access | Times Cited: 10
The experience of teaching: Beyond teaching skills the case of the academy-class practice model
Ilana Ronen
Studies In Educational Evaluation (2021) Vol. 72, pp. 101115-101115
Closed Access | Times Cited: 10
Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy
Tara Ratnam
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 9
Boundary actions for collaborative learning: a practical perspective of adapting lesson study in a Singapore primary school
Heng Jiang, Ban Heng Choy, Christine Lee Kim Eng
Asia Pacific Journal of Education (2022) Vol. 42, Iss. 1, pp. 58-75
Closed Access | Times Cited: 6
A teacher residency’s entanglement with time: ‘We always say we will get to it, but we never do’
Thomas Albright
Educational Philosophy and Theory (2023) Vol. 55, Iss. 13, pp. 1487-1500
Closed Access | Times Cited: 3
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