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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:

Teachers’ Professional Identity Construction: A review of the literature
Elisa Pérez Gracia, Rocío Serrano Rodriǵuez, Alfonso Pontes Pedrajas
Profesorado Revista de Currículum y Formación del Profesorado (2022) Vol. 26, Iss. 1, pp. 371-393
Open Access | Times Cited: 23

Showing 23 citing articles:

Teachers’ professional identity: validation of an assessment instrument for preservice teachers
Elisa Pérez Gracia, Rocío Serrano Rodriǵuez, Alfonso Pontes Pedrajas, et al.
Heliyon (2021) Vol. 7, Iss. 9, pp. e08049-e08049
Open Access | Times Cited: 22
Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial
Lidia Valdenegro-Fuentes, Álvaro González Sanzana
Revista Interuniversitaria de Formación del Profesorado Continuación de la antigua Revista de Escuelas Normales (2024) Vol. 99, Iss. 38.1
Open Access | Times Cited: 1
The promise and process of adaptive teacher empathy to support equity in diverse classrooms
Jeff Vomund, Angela D. Miller
Educational Psychologist (2024), pp. 1-18
Closed Access | Times Cited: 1
Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training
Julia K. Weiss, Matthias Bottling, Tobias Kärner
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
The teachers' personality factors on classroom conflict management
Abílio Afonso Lourenço, Sabina Valente, Sérgio Domínguez-Lara, et al.
Revista Electrónica Interuniversitaria de Formación del Profesorado (2023) Vol. 26, Iss. 2, pp. 161-177
Open Access | Times Cited: 3
MATHEMATICS AND SCIENCE TEACHERS’ PERCEPTIONS OF THE FACTORS INFLUENCING TEACHING AND PROFESSIONAL IDENTITY
Abdullah Ambusaidi, Khoula Zahir Alhosni
Problems of Education in the 21st Century (2023) Vol. 81, Iss. 3, pp. 303-326
Open Access | Times Cited: 3
Because of thương: Listening to the voices of Vietnamese early childhood educators
Hoa Pham, Anh Ngoc Quynh Phan, Marek Tesař
Policy Futures in Education (2024)
Closed Access
Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis
Li Yan, Ahmad Zamri Khairani
Teaching and Teacher Education (2024) Vol. 154, pp. 104856-104856
Closed Access
Effect of a teacher training program with ICT on university students’ learning
Miguel Sanhueza, Luis Sandoval, María Ormazábal, et al.
Contemporary Educational Technology (2024) Vol. 17, Iss. 1, pp. ep556-ep556
Closed Access
Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective
MINGQIONG PAN, Robert Kirkpatrick
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 1
Contexto político y socio-histórico del profesorado en Chile
Claudia Carrasco Aguilar, Antonio Luzón Trujillo, Verónica López Leiva
Revista Internacional de Educación y Análisis Social Crítico Mañé Ferrer & Swartz (2023) Vol. 1, Iss. 01, pp. 35-51
Open Access
The Professional Identity of University Teachers
Angel Luis Moreno Briones, María Elena Vera Gordillo, Ginger Navarrete Mendieta, et al.
TECHNO REVIEW International Technology Science and Society Review /Revista Internacional de Tecnología Ciencia y Sociedad (2023) Vol. 15, Iss. 1, pp. 213-218
Open Access

Camilo Pino-Valencia, Felipe Mauricio Pino Perdomo
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Construction of the Professional Identity of University Research Professors: A Systematic Review of the Case of Colombia
Felipe Mauricio Pino Perdomo
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Correlation of Human Development Index (HDI) of the Parents with Learning Quality of Graduate Students
Aditya Prakash
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Implementation of Competency-based Language Teaching in Speaking Skills Instruction
Gebisa Ayana Derseh
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Deputy Headteachers’ Experiences of their Functions for National Curriculum Implementation: A Case Study of Eswatini
Tebogo Mogashoa
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access

Camilo Pino-Valencia, Felipe Mauricio Pino Perdomo
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Qualitative Research on Teacher Candidates’ Oral Communication Skills
Mesut Bulut
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Effect of Flipbooks on Science Learning among Secondary School Students in Dindigul District, Tamil Nadu, India
M Deivam
International Journal of Educational Sciences (2023) Vol. 43, Iss. 1-3
Open Access
Professional identity of language teacher trainees during practicum: A metaphor analysis
Burcu Turhan
The Literacy Trek (2022) Vol. 8, Iss. 2, pp. 165-185
Open Access
How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?
Sniegina Poteliūnienė, Diana Karanauskienė, Vytė Kontautienė, et al.
Journal on Efficiency and Responsibility in Education and Science (2022) Vol. 15, Iss. 4, pp. 228-241
Open Access
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