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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:

Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
Journal of Teacher Education (2021) Vol. 73, Iss. 3, pp. 286-300
Open Access | Times Cited: 17

Showing 17 citing articles:

Pre-service teachers' perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis
Tzu‐Chi Yang, Jianhua Chen
Computers and Education Artificial Intelligence (2022) Vol. 4, pp. 100119-100119
Open Access | Times Cited: 29
Making Research Relevant for Future Teachers
Fjolla Kaçaniku
BRILL eBooks (2024), pp. 247-273
Open Access | Times Cited: 1
The Impact of Teacher and Peer Support on Preservice EFL Teachers’ Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment
Jiqun Fan, Xiaobing Lu, Qinqing Zhang
Behavioral Sciences (2024) Vol. 14, Iss. 9, pp. 785-785
Open Access | Times Cited: 1
Effectiveness of Inquiry-Based Instructional Design for Developing the Scientific Competency and Interdisciplinary Knowledge of Preservice Elementary Teachers
Ya‐Ching Fan
Science & Education (2023) Vol. 33, Iss. 5, pp. 1309-1335
Closed Access | Times Cited: 2
Inquiry in teacher education: experiences of lecturers and student teachers
Susan Pike, Sandra Austin, Richard Greenwood, et al.
Irish Educational Studies (2023) Vol. 43, Iss. 4, pp. 1061-1078
Open Access | Times Cited: 2
Enquiry as a way of being : a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning
Emmajane Milton, Alexandra Morgan
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 1072-1086
Closed Access | Times Cited: 2
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Logan Rutten, Rachel Wolkenhauer
Teaching and Teacher Education (2022) Vol. 123, pp. 103938-103938
Closed Access | Times Cited: 3
Research competence in initial teacher education: Perceptions, orientations, and suggestions
Fatma Gümüşok, Gülden Taner, Gözde Balıkçı
Turkish Journal of Education (2024), pp. 74-91
Open Access
Close to practice research as a means of rethinking elements of student–teacher's classroom practice
Karen Blackmore, Jenny Hatley
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 586-604
Open Access
The relation between lateral thinking and inquiry skills of higher education students: A path analysis
Burcu Duman, Emrullah Yılmaz, Ayşegül Tural, et al.
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access
The teacher guidance model for practitioner research: a longitudinal case study
Noortje Janssen, Amber Walraven, Hannie Gijlers, et al.
Teacher Development (2024), pp. 1-20
Open Access
Bilimsel Sorgulama Destekli Mentorluk Programının Öğretmenlerin Öğretimde Bilimsel Sorgulamaya Yönelik Görüşlerine Etkisi
Yasemin Özdem Yılmaz, Burcu Şenler, Hasan Zühtü Okulu, et al.
Fen Bilimleri Öğretimi Dergisi (2024)
Open Access
Evaluating What Works in the Classroom - How French Primary School Teachers Apply the Science of Learning
Jessica Massonnié, Adeline Lucchesi, Isabelle Le Brun
(2023)
Open Access | Times Cited: 1
Toward Inquiry and Problem Posing in Teacher Education
Buğrahan Yalvaç, Cheryl J. Craig, Valerie Hill-Jackson, et al.
Journal of Teacher Education (2023) Vol. 74, Iss. 5, pp. 417-421
Open Access | Times Cited: 1
Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice
Logan Rutten, Rachel Wolkenhauer
Teacher Development (2023) Vol. 28, Iss. 2, pp. 261-277
Closed Access | Times Cited: 1
Enhancing the Value of Teacher Education Research
Vasileios Symeonidis
(2023)
Open Access | Times Cited: 1
Teacher experiences with play-based learning: A phenomenological study in suburban British Columbia
Mary Stregger
(2023)
Open Access
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