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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:

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education
Jamie L. Metsala, Mary Jane Harkins
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2019) Vol. 43, Iss. 2, pp. 178-192
Closed Access | Times Cited: 24

Showing 24 citing articles:

On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs
Lan Ding, Zhanzhan Hong
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 869-878
Closed Access | Times Cited: 18
Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school
Kathryn Gibbs
The Australian Educational Researcher (2022) Vol. 50, Iss. 4, pp. 1217-1232
Open Access | Times Cited: 23
“I can do this!” How early childhood teacher education influences preservice teachers’ confidence for teaching
Michelle Bauml, Kathleen Kyzar
Journal of Early Childhood Teacher Education (2025), pp. 1-19
Closed Access
Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability
Weihao Xin, J. Ye, Zhenzhen Zhang
International Journal of Developmental Disabilities (2025), pp. 1-15
Closed Access
Measuring Chinese inclusive teachers’ beliefs about teaching students with disabilities: scale development and validation
Weihao Xin, Chunling Liu, Xiaoxue Yao, et al.
International Journal of Inclusive Education (2025), pp. 1-16
Closed Access
Teaching Attitudes towards Students with Disabilities
José Luis Gallego Ortega, Antonio Rodrí­guez Fuentes
Mathematics (2021) Vol. 9, Iss. 14, pp. 1637-1637
Open Access | Times Cited: 24
Assessment of the Relationship Between Music Students' Self‐Efficacy, Academic Performance and Their Artificial Intelligence Readiness
Xinzheng Wang, Peiwen Li
European Journal of Education (2024)
Closed Access | Times Cited: 2
A person-centred examination of inclusive teachers’ beliefs about teaching students with intellectual and developmental disabilities: profiles and relations to teacher efficacy
Weihao Xin, Chunling Liu, Zhenzhen Zhang, et al.
International Journal of Developmental Disabilities (2023) Vol. 70, Iss. 8, pp. 1507-1519
Closed Access | Times Cited: 4
Primary and secondary pre-service teachers’ attitudes towards inclusive education
Christopher Boyle, Chris Barrell, Kelly‐Ann Allen, et al.
Heliyon (2023) Vol. 9, Iss. 11, pp. e22328-e22328
Open Access | Times Cited: 4
Examining the Mentoring Process in Collaborative Project-based Learning of Preservice Instructional Technology Teachers
Tuğba Kamalı Arslantaş, Onur Emre KOCAÖZ
Education Reform Journal (2021) Vol. 6, Iss. 1, pp. 47-61
Open Access | Times Cited: 9
Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics
Line Massé, Marie-France Nadeau, Nancy Gaudreau, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 6
Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes
Tuğba Kamalı-Arslantaş, Gülistan YALÇIN
Acta Educationis Generalis (2023) Vol. 13, Iss. 2, pp. 10-29
Open Access | Times Cited: 3
Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length
Evan Charles, Jamie L. Metsala, Jacqueline Specht
International Journal of Inclusive Education (2023), pp. 1-18
Closed Access | Times Cited: 3
The Role of Teacher Self-Efficacy in the Implementation of Inclusive Practices
Stephanie Herzig Johnson
Journal of School Leadership (2023) Vol. 33, Iss. 5, pp. 516-534
Closed Access | Times Cited: 2
EFL Teachers’ Perceptions of the Challenges of Technology-Based Professional Development
GUANBING ZHOU, Zohreh R. Eslami
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 2
Perpetuating neoliberal pathologies: what teacher candidates believe students with disabilities should learn
Marie L. Wagner
International Journal of Qualitative Studies in Education (2024), pp. 1-19
Closed Access
Evidence for Design for Change: Programs and Courses (DfC-PaC)
Alan Bain
(2024), pp. 97-111
Closed Access
Assessing teachers' beliefs and practices regarding vocational rehabilitation services for individuals with intellectual disabilities
Mahmoud Gharaibeh, Ziyad Kamel Ellala
Journal of Intellectual Disabilities (2024)
Closed Access
Preservice music educators’ perceived self-efficacy in teaching students with disabilities following special education coursework: A comparative mixed-methods study
Rachel Grimsby
International Journal of Music Education (2024)
Closed Access
Effectiveness of multi-modal cognitive behavioural therapy in improving mental well-being among caregivers of children with disabilities in urban Uganda: A cluster-randomized controlled trial
Mariam Namasaba, Sumaya Nabunje, Ali Ayub Baguwemu
Journal of Global Health (2022) Vol. 12
Open Access | Times Cited: 2
Effects of Teachers' Demographic Characteristics and Self-Perceived Competencies on Their Self-Efficacy in Implementing Inclusive Education
Semuel R. Olayvar
International Journal of Instruction (2022) Vol. 15, Iss. 4, pp. 385-394
Open Access | Times Cited: 1
Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks
Vecihi S. Zambak, Ai Kamei, Kaitlyn Sorochka
International Journal of Mathematical Education in Science and Technology (2023) Vol. 55, Iss. 9, pp. 2349-2373
Closed Access
القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة
Al-Hanouf Falah, Muhammad Muhaidat
Dirasat Educational Sciences (2023) Vol. 50, Iss. 4, pp. 262-289
Open Access
Frequent Faculty Turnover: Challenge for HEIs in Urban Areas of Pakistan
Faheem Akhter
Global Journal for Management and Administrative Sciences (2020) Vol. 1, Iss. 2, pp. 42-54
Open Access
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