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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:

Teacher Expertise and Professional Vision: Examining Knowledge-Based Reasoning of Pre-Service Teachers, In-Service Teachers, and School Principals
Andreas Gegenfurtner, Doris Lewalter, Erno Lehtinen, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study
Reet Kasepalu, Luis P. Prieto, Tobias Ley, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 36
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 17
Integrating AI tools in teacher professional learning: a conceptual model and illustrative case
Kairit Tammets, Tobias Ley
Frontiers in Artificial Intelligence (2023) Vol. 6
Open Access | Times Cited: 16
How does technology challenge teacher education?
Lina Kaminskienė, Sanna Järvelä, Erno Lehtinen
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 25
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process
Daniel Sommerhoff, Elias Codreanu, Michael Nickl, et al.
Learning and Instruction (2022) Vol. 83, pp. 101689-101689
Open Access | Times Cited: 24
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
Lien Dorme, Anne-Lotte Stevens, Wendelien Vantieghem, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 155-155
Open Access
Learning to focus on students: the effect of pedagogical training on university teachers’ visual attention
Henna Vilppu, Erkki Anto, Mari Murtonen
Teaching in Higher Education (2025), pp. 1-19
Open Access
Guiding attention in the classroom: An eye‐tracking study on the associations between preservice teachers' goals and noticing of student interactions
Martin Daumiller, Ricardo Böheim, Aldin Alijagic, et al.
British Journal of Educational Psychology (2025)
Open Access
Keeping track in classroom discourse: Comparing in-service and pre-service teachers' visual attention to students’ hand-raising behavior
Christian Kosel, Ricardo Böheim, Katharina Schnitzler, et al.
Teaching and Teacher Education (2023) Vol. 128, pp. 104142-104142
Open Access | Times Cited: 11
Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning
Kira Elena Weber, Christopher Neil Prilop, Marc Kleinknecht
Studies In Educational Evaluation (2023) Vol. 77, pp. 101256-101256
Closed Access | Times Cited: 9
Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis
Meg Farrell, Monika Martin, Ricardo Böheim, et al.
Instructional Science (2024) Vol. 52, Iss. 6, pp. 879-917
Open Access | Times Cited: 3
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2021) Vol. 106, pp. 103458-103458
Open Access | Times Cited: 21
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
Jeffrey A. Greene
Metacognition and Learning (2021) Vol. 16, Iss. 3, pp. 651-666
Closed Access | Times Cited: 20
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Isabel Eßling, Maria Todorova, Cornelia Sunder, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104250-104250
Open Access | Times Cited: 8
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2021) Vol. 110, pp. 103585-103585
Open Access | Times Cited: 18
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers
Ann-Sophie Grub, Antje Biermann, Doris Lewalter, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 13
Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students: An eye-tracking study
Saswati Chaudhuri, Heli Muhonen, Eija Pakarinen, et al.
Learning and Individual Differences (2022) Vol. 98, pp. 102179-102179
Open Access | Times Cited: 13
The Link Between Expertise, the Cognitive Demands of Teacher Noticing and, Experience in Teaching Mathematics in Secondary Schools
Anton Bastian, Gabriele Kaiser, Dennis K. Meyer, et al.
International Journal of Science and Mathematics Education (2023) Vol. 22, Iss. 2, pp. 257-282
Open Access | Times Cited: 7
Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students
Heli Muhonen, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2022) Vol. 121, pp. 103907-103907
Open Access | Times Cited: 12
Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation
Elias Codreanu, Daniel Sommerhoff, Sina Huber, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 14
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Ann-Sophie Grub, Antje Biermann, Doris Lewalter, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103517-103517
Closed Access | Times Cited: 12
Influence of teachers’ pedagogical knowledge on their classroom practice when solving arithmetic word problems with their students. An exploratory study / Influencia del conocimiento pedagógico del profesorado en su práctica de aula cuando resuelve problemas aritméticos verbales con su alumnado. Un estudio exploratorio
Marta Ramos, Santiago Vicente, Javier Rosales, et al.
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 2, pp. 321-345
Open Access | Times Cited: 1
Teacher Noticing in Mathematics Education: A Review of Recent Developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study
Helene Zeeb, Anna Ibach, Thamar Voss, et al.
Teaching and Teacher Education (2023) Vol. 130, pp. 104170-104170
Open Access | Times Cited: 4
Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning
Reet Kasepalu, Pankaj Chejara, Luis P. Prieto, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 4, pp. 575-606
Open Access | Times Cited: 4
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