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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:

Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
Vilhelmiina Harju, Hannele Niemi
Center for Educational Policy Studies Journal (2016) Vol. 6, Iss. 3, pp. 77-100
Open Access | Times Cited: 22

Showing 22 citing articles:

Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter
Motlhale J. Sebatana, Washington T. Dudu
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 5, pp. 963-980
Closed Access | Times Cited: 24
Comparative research on teachers and teacher education: global perspectives to inform UNESCO’s SDG 4 agenda
María Teresa Tatto
Oxford Review of Education (2021) Vol. 47, Iss. 1, pp. 25-44
Closed Access | Times Cited: 18
NEWLY QUALIFIED FOREIGN LANGUAGE TEACHERS’ ADAPTATION IN PROFESSION: CHALLENGES, PROBLEMS, FIRST ACHIEVEMENTS AND FURTHER PROSPECTS
Oleh Komar, Anhelina Kolisnichenko, Svitlana Derkach, et al.
Advanced Education (2021) Vol. 8, Iss. 17, pp. 35-45
Open Access | Times Cited: 18
Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement
Cristiana Levinthal, Elina Kuusisto, Kirsi Tirri
Education Sciences (2021) Vol. 11, Iss. 6, pp. 306-306
Open Access | Times Cited: 18
International perspectives on teacher induction: A systematic review
Scott A. Courtney, Christine Austin, Maryam Zolfaghari
Teaching and Teacher Education (2023) Vol. 125, pp. 104047-104047
Closed Access | Times Cited: 7
Teaching materials for rural schools: challenges and practical considerations from an international perspective
Núria Carrete-Marín, Laura Domingo Peñafiel, Núria Simó-Gil
International Journal of Educational Research Open (2024) Vol. 7, pp. 100365-100365
Open Access | Times Cited: 2
Newly qualified teachers’ support needs in developing professional competences: the principal’s viewpoint
Vilhelmiina Harju, Hannele Niemi
Teacher Development (2019) Vol. 24, Iss. 1, pp. 52-70
Closed Access | Times Cited: 16
Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy
Sylvia Yee Fan Tang, Eric Siu-Chung Lo, Fang-Yin Yeh, et al.
Journal of Professional Capital and Community (2023) Vol. 8, Iss. 1, pp. 30-46
Closed Access | Times Cited: 4
REFLECTION AS AN INSET TOOL FOR TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY: A QUANTITATIVE STUDY
Maria D. Tzotzou, Μαρία Πούλου, Thanassis Karalis, et al.
European Journal of Education Studies (2024) Vol. 11, Iss. 8
Open Access | Times Cited: 1
Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context
Vilhelmiina Harju, Hannele Niemi
European Journal of Teacher Education (2018) Vol. 41, Iss. 5, pp. 670-687
Closed Access | Times Cited: 12
The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change
Riikka Hofmann, Gabrielle Arenge, Siobhan Dickens, et al.
Center for Educational Policy Studies Journal (2021) Vol. 11, Iss. Sp.Issue
Open Access | Times Cited: 9
Exemplar Parents’ Practices of Engagement with Their Children’s Learning in Finland and Portugal: A Multiple-Case Study
Cristiana Levinthal, Elina Kuusisto, Kirsi Tirri
Education Research International (2022) Vol. 2022, pp. 1-13
Open Access | Times Cited: 6
The Primary School Moral Education Plan in Slovenia Ten Years after Its Introduction
Janez Krek, Tatjana Hodnik, Janez Vogrinc
European Journal of Educational Research (2019) Vol. volume-8-2019, Iss. volume8-issue4.html, pp. 1229-1243
Open Access | Times Cited: 7
Innovation, Participation and Tutoring as Key-Leverages to Sustain Well-Being at School
Mara Gorli, Chiara D’Angelo, Chiara Corvino
Sustainability (2022) Vol. 14, Iss. 9, pp. 5622-5622
Open Access | Times Cited: 4
Competence of Slovenian art teachers in working with pupils with special educational needs
Janja Rihter, Milena Košak Babuder, Jurij Selan
Educational Studies (2021) Vol. 49, Iss. 4, pp. 628-643
Open Access | Times Cited: 5
O TRABALHO DE PROJETO NAS PRÁTICAS EDUCATIVAS DE PROFESSORES EM INÍCIO DE CARREIRA
Tiago Tempera, Luís Tinoca
Educação em Revista (2024) Vol. 40
Open Access
INSET CONTENT TOWARDS TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY: GLOBAL CHALLENGES
Maria D. Tzotzou, Μαρία Πούλου, Thanassis Karalis, et al.
European Journal of Education Studies (2024) Vol. 11, Iss. 9
Open Access
Novice elementary school English teachers’ practice of critical friends as their professional learning
Chin‐Wen Chien
Journal of Education for Teaching International Research and Pedagogy (2023) Vol. 50, Iss. 1, pp. 76-89
Closed Access | Times Cited: 1
Professional development of elementary school teachers at the beginning of their careers: the role of project-based learning
Tiago Tempera, Luís Tinoca
Revista Tempos e Espaços em Educação (2022) Vol. 15, Iss. 34, pp. e16945-e16945
Open Access | Times Cited: 2
A qualitative analysis of Finnish RE students’ perceptions of their professional development during their initial teacher education
Kaisa Viinikka, Martin Ubani
Journal of Beliefs and Values (2020) Vol. 42, Iss. 3, pp. 279-299
Open Access | Times Cited: 1
L’accompagnement professionnel des enseignants débutants en Finlande : enjeux et besoins
Vilhelmiina Harju, Hannele Niemi, Auli Toom
Revue internationale d éducation de Sèvres (2017), Iss. 74, pp. 115-124
Open Access
Contemporary Teacher Education: A Global Perspective
Kirsi Tirri
MDPI eBooks (2021)
Open Access
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