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:
Formação de professores baseada na investigação pedagógica
Flávia Vieira, José Luís Coelho da Silva, Teresa Vilaça
Educação em Perspectiva (2020) Vol. 11, pp. e020012-e020012
Open Access | Times Cited: 8
Flávia Vieira, José Luís Coelho da Silva, Teresa Vilaça
Educação em Perspectiva (2020) Vol. 11, pp. e020012-e020012
Open Access | Times Cited: 8
Showing 8 citing articles:
Changes in teacher education provision: comparative experiences internationally
Shirley Van Nuland, Smadar Dinitsa-Schmidt, María Assunção Flores, et al.
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 2, pp. 341-366
Closed Access | Times Cited: 4
Shirley Van Nuland, Smadar Dinitsa-Schmidt, María Assunção Flores, et al.
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 2, pp. 341-366
Closed Access | Times Cited: 4
Fifty years of initial teacher education in Portugal: looking back, looking forward
María Assunção Flores
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 5, pp. 852-869
Closed Access | Times Cited: 2
María Assunção Flores
Journal of Education for Teaching International Research and Pedagogy (2024) Vol. 50, Iss. 5, pp. 852-869
Closed Access | Times Cited: 2
Consolidated and Research-Based Knowledge Initial Teacher Education: Present and Future Scenarios in Portugal
María Assunção Flores, Maria Alfredo Moreira
(2023), pp. 303-316
Closed Access | Times Cited: 2
María Assunção Flores, Maria Alfredo Moreira
(2023), pp. 303-316
Closed Access | Times Cited: 2
Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges
María Assunção Flores
(2021), pp. 141-157
Closed Access | Times Cited: 5
María Assunção Flores
(2021), pp. 141-157
Closed Access | Times Cited: 5
Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View
María Assunção Flores, Juanjo Mena, Maria Inês Marcondes, et al.
Springer eBooks (2023), pp. 1237-1258
Closed Access | Times Cited: 1
María Assunção Flores, Juanjo Mena, Maria Inês Marcondes, et al.
Springer eBooks (2023), pp. 1237-1258
Closed Access | Times Cited: 1
Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context
María Assunção Flores
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 90-104
Open Access | Times Cited: 1
María Assunção Flores
Nordic Journal of Comparative and International Education (NJCIE) (2020) Vol. 4, Iss. 3-4, pp. 90-104
Open Access | Times Cited: 1
Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View
María Assunção Flores, Juanjo Mena, Maria Inês Marcondes, et al.
Springer eBooks (2022), pp. 1-23
Closed Access | Times Cited: 1
María Assunção Flores, Juanjo Mena, Maria Inês Marcondes, et al.
Springer eBooks (2022), pp. 1-23
Closed Access | Times Cited: 1
Instituições de formação de professores como comunidades de escrita
Luís Filipe Barbeiro, José António Brandão Carvalho, Célia Barbeiro
Diacrítica (2022) Vol. 36, Iss. 1, pp. 238-259
Open Access
Luís Filipe Barbeiro, José António Brandão Carvalho, Célia Barbeiro
Diacrítica (2022) Vol. 36, Iss. 1, pp. 238-259
Open Access
