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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.

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Showing 1-25 of 73 citing articles:

Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China
Xiaomeng Chen, Jingxun Zhong, Man‐Li Luo, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 66
Understanding Pre-Service Teachers’ Identity Formation During Practicum: A Survey Study in Ghana
Ernest Opoku, Guoyuan Sang, Christiana Dzirasah, et al.
Africa Education Review (2025), pp. 1-17
Closed Access
Pre-service teachers’ emotional experience: Characteristics, dynamics and sources amid the teaching practicum
Yilong Ji, Mohamed Oubibi, Siyuan Chen, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 25
Mentoring to build early childhood teacher capacity across career stages: The early childhood elevate mentoring program
Lisa Kervin, Jessica Mantei, Cathrine Neilsen‐Hewett
Australasian Journal of Early Childhood (2025) Vol. 50, Iss. 1, pp. 81-96
Closed Access
The Impact of Professional Identity on Academic Achievement among Childcare Major Students in Higher Vocational Colleges—A Chain Mediation Model
涛 张
Advances in Social Sciences (2025) Vol. 14, Iss. 03, pp. 361-368
Closed Access
Teacher professional identity
Valentina Suarez, Jason McGrath
OECD education working papers (2022)
Open Access | Times Cited: 21
Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership
Lana Parker, Shijing Xu, Chenkai Chi
Journal of Teacher Education (2022) Vol. 73, Iss. 5, pp. 525-537
Open Access | Times Cited: 16
Preservice teacher professional identity: Influence of the teacher educator and the teacher education model
David Cuadra-Martínez, Pablo J. Castro-Carrasco, Cristián Oyanadel, et al.
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 9
Chinese Rural Kindergarten Teachers’ Work–Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity
Yingjie Wang, Qianqian Xia, Huilan Yue, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 7, pp. 597-597
Open Access | Times Cited: 3
How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study
Chen Chen, Shengkai Ji, Juan Jiang
Teaching and Teacher Education (2023) Vol. 125, pp. 104071-104071
Closed Access | Times Cited: 8
Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China
Jiawei Zhang, Ying Li, Yan Zeng, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Identifying teachers’ motivational profiles and their changes from teacher education into practice: A longitudinal study
Anna Hartl, Doris Holzberger
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 2, pp. 427-451
Open Access | Times Cited: 10
Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers
Ali Ahmad Al‐Barakat, Rommel Mahmoud Al Ali, Mu’aweya Mohammad Al-Hassan, et al.
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 8, pp. 425-445
Open Access | Times Cited: 10
Implementation of Learning Innovations to Improve Teacher Competence in Professional Certificate Programs for In-Service Teachers
Manihar Situmorang, Syamsul Gultom, Abil Mansyur, et al.
International Journal of Instruction (2022) Vol. 15, Iss. 2, pp. 675-696
Open Access | Times Cited: 9
Pedagogical Practice as a Foundation Course for the Development of Professional Skills
Jehona Rrustemi, Voglushe Kurteshi
International Journal of Instruction (2023) Vol. 16, Iss. 2, pp. 1135-1150
Open Access | Times Cited: 5
The relationship between work–family conflict and job satisfaction for preschool teachers in rural China: a moderated mediation model
Yingjie Wang, Qianqian Xia, Huilan Yue, et al.
Frontiers in Public Health (2023) Vol. 11
Open Access | Times Cited: 5
Student teachers’ development through a first-time teaching practicum and challenges: a qualitative case study approach
Kengo Kakazu, Minoru Kobayashi
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 3, pp. 401-415
Closed Access | Times Cited: 8
Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators
Zhiling Cai, Jinxing Zhu, Saiqi Tian
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission
Lukas Daniel Leatemia, Boukje Compen, Diana Dolmans, et al.
Medical Teacher (2024), pp. 1-9
Open Access | Times Cited: 1
The development and validation of the teacher professional identity scale in a Chinese university context
Jie Zeng, Weijia Liu
PLoS ONE (2024) Vol. 19, Iss. 3, pp. e0293156-e0293156
Open Access | Times Cited: 1
Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum
Arilia Triyoga, Ratri Nur Hidayati, Soffi Widyanesti
Journey Journal of English Language and Pedagogy (2024) Vol. 7, Iss. 1, pp. 146-160
Open Access | Times Cited: 1
The impact of psychological empowerment on turnover intention in Chinese university counselors: the mediation role of burnout and the moderating role of professional identity
Jinliang Ding
Current Psychology (2021) Vol. 42, Iss. 8, pp. 6545-6554
Closed Access | Times Cited: 10
How Does the Social Support Influence Junior College Students’ Occupational Identity in Pre-school Education?
Jie Huang, Tianqi Qiao, Zhanmei Song, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 7
Lines of School-University Partnership: Perception, Sensation and Meshwork Reshaping Of Pre-Service Teachers’ Experiences
Narelle Lemon, Anat Wilson, Catherine Oxworth, et al.
˜The œAustralian journal of teacher education (2018) Vol. 43, Iss. 10, pp. 81-97
Open Access | Times Cited: 11
“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher
Endang Purwaningsih, Ahmad Suryadi, Nuril Munfaridah
Eurasia Journal of Mathematics Science and Technology Education (2020) Vol. 16, Iss. 12, pp. em1908-em1908
Open Access | Times Cited: 9
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