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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:

‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice
Rui Yuan, Pauline Mak, Min Yang
Language Teaching Research (2020) Vol. 26, Iss. 3, pp. 552-571
Closed Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

The role of emotion in Chinese preschool teachers’ identity construction
Li-Min Zhang, Lianjiang Jiang
Teaching and Teacher Education (2023) Vol. 123, pp. 104010-104010
Closed Access | Times Cited: 25
Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey
Yanna Li, Steve Walsh
RELC Journal (2023) Vol. 54, Iss. 2, pp. 356-375
Open Access | Times Cited: 21
Webinars for teacher professional development: perceptions of members of a virtual professional community of practice
Tarek Shal, Norma Ghamrawi, Najah A. R. Ghamrawi
Open Learning The Journal of Open Distance and e-Learning (2024) Vol. 40, Iss. 1, pp. 91-107
Closed Access | Times Cited: 10
Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership
Tarek Shal, Norma Ghamrawi, Abdullah Abu-Tineh, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 7
Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach
Rui Yuan, Min Yang, Paul Stapleton
Thinking Skills and Creativity (2020) Vol. 38, pp. 100737-100737
Closed Access | Times Cited: 45
AI-facilitated reflective practice in physical education: an auto-assessment and feedback approach
Lu‐Ho Hsia, Gwo‐Jen Hwang, Jan-Pan Hwang
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5267-5286
Closed Access | Times Cited: 15
Emotion and Agency in Building a LOTE Teacher’s Research-Teaching Nexus
Xiuwen Chen, Lan Li
System (2025), pp. 103601-103601
Closed Access
Feedback Experience of Online Learning During the COVID-19 Pandemic: Voices from Pre-service English Language Teachers
Min Yang, Pauline Mak, Rui Yuan
The Asia-Pacific Education Researcher (2021) Vol. 30, Iss. 6, pp. 611-620
Open Access | Times Cited: 28
Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study
Barry Lee Reynolds, Sylvia Liu, Xuan Van Ha, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 24
Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching
Demekash Asregid, Dawit Mekonnen, Solomon Areaya
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 9
Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions
Ali Karakaş, Ceyhun Yükselir
Reflective Practice (2020) Vol. 22, Iss. 2, pp. 159-172
Closed Access | Times Cited: 22
Maximizing the Potential of Reflective Practice in Pre-Service Language Teacher Education: The Issue of Authenticity
Rui Yuan
RELC Journal (2023) Vol. 55, Iss. 3, pp. 835-846
Closed Access | Times Cited: 5
Scenario-based classroom context mode: reshaping non-native teachers’ decision-making and pedagogical reasoning
Abdulbaset Saeedian, Ata Ghaderi
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 4
Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence
Shuwen Liu, Rui Yuan, Kailun Wang
Teachers and Teaching (2024), pp. 1-18
Closed Access | Times Cited: 1
Effectiveness of professional development training on reflective practice and action research: a case study from Ecuador
Andrzej Cirocki, Bimali Indrarathne, Víctor Efrén Alcívar Calderón
Reflective Practice (2024) Vol. 25, Iss. 5, pp. 676-694
Open Access | Times Cited: 1
Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching
Dennis Murphy Odo
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 2
VODcasts' effect on college-level EFL whole-language instruction: a year-long investigation
Mohamed Amin Mekheimer
Research Square (Research Square) (2024)
Open Access
The hall of mirrors: reflecting on pre-service teachers’ reflections
Doreen Spiteri
Teachers and Teaching (2024), pp. 1-18
Open Access
PREPARING STUDENT TEACHERS TO TEACH: A TECHNOLOGY-ENHANCED, REFLECTIVE, AND COLLABORATIVE MODEL
Selma Kara
European Journal of Education Studies (2024) Vol. 11, Iss. 6
Open Access
‘A Necessity or Luxury?’ Publishing Practitioner Research in Language Education and Higher Education
Rui Yuan
RELC Journal (2024)
Closed Access
Developing Teachers’ Advocate Identities Through Exploratory Talk
María Guzmán Antelo, Chris K. Chang‐Bacon, April S. Salerno
Journal of Language Identity & Education (2024), pp. 1-15
Closed Access
Exploring pre-service teachers’ reflection mediated by an AI-powered teacher dashboard in video-based professional learning: a pilot study
Huiying Cai, Linmeng Lu, Bing Han, et al.
Educational Technology Research and Development (2024)
Closed Access
Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection
Yanna Li
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1393-1393
Open Access
Beyond the textbook: A year-long exploration of VODcasts in EFL education
Mohamed Amin Mekheimer
Education and Information Technologies (2024)
Open Access
Nurturing Beginning EFL Teachers’ Sense of Plausibility in Teaching Through Formal Coursework: A Qualitative Case Study
Min Yang
English Teaching & Learning (2024)
Closed Access
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