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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:

Handbook of Research on Teacher Education

Routledge eBooks (2008)
Closed Access | Times Cited: 1526

Showing 1-25 of 1526 citing articles:

Preparing Culturally Responsive Teachers
Ana María Villegas, Tamara Lucas
Journal of Teacher Education (2002) Vol. 53, Iss. 1, pp. 20-32
Open Access | Times Cited: 1569
Redefining teaching, re‐imagining teacher education
Pam Grossman, Karen Hammerness, Morva McDonald
Teachers and Teaching (2009) Vol. 15, Iss. 2, pp. 273-289
Closed Access | Times Cited: 1480
Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective
Douwe Beijaard, Nico Verloop, Jan D. Vermunt
Teaching and Teacher Education (2000) Vol. 16, Iss. 7, pp. 749-764
Closed Access | Times Cited: 1134
Back to the Future: Directions for Research in Teaching and Teacher Education
Pam Grossman, Morva McDonald
American Educational Research Journal (2008) Vol. 45, Iss. 1, pp. 184-205
Closed Access | Times Cited: 1113
The Teacher Research Movement: A Decade Later
Marilyn Cochran‐Smith, Susan L. Lytle
Educational Researcher (1999) Vol. 28, Iss. 7, pp. 15-25
Closed Access | Times Cited: 983
A dialogical approach to conceptualizing teacher identity
Sanne Akkerman, Paulien C. Meijer
Teaching and Teacher Education (2010) Vol. 27, Iss. 2, pp. 308-319
Closed Access | Times Cited: 934
Teacher collaboration: A systematic review
Katrien Vangrieken, Filip Dochy, Elisabeth Raes, et al.
Educational Research Review (2015) Vol. 15, pp. 17-40
Open Access | Times Cited: 751
Linking teacher and student learning to improve professional development in systemic reform
Barry Fishman, Ronald W. Marx, Stephen Best, et al.
Teaching and Teacher Education (2003) Vol. 19, Iss. 6, pp. 643-658
Closed Access | Times Cited: 736
Learning and unlearning: the education of teacher educators
Marilyn Cochran‐Smith
Teaching and Teacher Education (2003) Vol. 19, Iss. 1, pp. 5-28
Closed Access | Times Cited: 668
Teacher value beliefs associated with using technology: Addressing professional and student needs
Anne Ottenbreit‐Leftwich, Krista Glazewski, Timothy J. Newby, et al.
Computers & Education (2010) Vol. 55, Iss. 3, pp. 1321-1335
Closed Access | Times Cited: 645
Competency Is Not Enough
Sandra Jarvis-Selinger, Daniel D. Pratt, Glenn Regehr
Academic Medicine (2012) Vol. 87, Iss. 9, pp. 1185-1190
Open Access | Times Cited: 519
Teacher communities as a context for professional development: A systematic review
Katrien Vangrieken, Chloé Meredith, Tlalit Packer, et al.
Teaching and Teacher Education (2016) Vol. 61, pp. 47-59
Closed Access | Times Cited: 487
Cooperating Teacher Participation in Teacher Education
Anthony Clarke, Valerie Triggs, Wendy Nielsen
Review of Educational Research (2013) Vol. 84, Iss. 2, pp. 163-202
Closed Access | Times Cited: 453
Professionally Developing as a Teacher Educator
John Loughran
Journal of Teacher Education (2014) Vol. 65, Iss. 4, pp. 271-283
Closed Access | Times Cited: 447
Teaching and Teacher Education
Marilyn Cochran‐Smith
Educational Researcher (2016) Vol. 45, Iss. 2, pp. 92-99
Closed Access | Times Cited: 443
The teaching portfolio in US teacher education programs: what we know and what we need to know
Ken Zeichner, Susan Wray
Teaching and Teacher Education (2001) Vol. 17, Iss. 5, pp. 613-621
Closed Access | Times Cited: 412
Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools
Betty Achinstein, Rodney T. Ogawa, Dena Sexton, et al.
Review of Educational Research (2010) Vol. 80, Iss. 1, pp. 71-107
Closed Access | Times Cited: 403
Understanding new teachers’ professional identities through metaphor
Lynn Thomas, Catherine Beauchamp
Teaching and Teacher Education (2011) Vol. 27, Iss. 4, pp. 762-769
Closed Access | Times Cited: 402
Democratizing Teacher Education
Ken Zeichner, Katherina A. Payne, Kate Brayko
Journal of Teacher Education (2014) Vol. 66, Iss. 2, pp. 122-135
Closed Access | Times Cited: 392
Good and Just Teaching: The Case for Social Justice in Teacher Education
Marilyn Cochran‐Smith, Karen Shakman, Cindy Jong, et al.
American Journal of Education (2009) Vol. 115, Iss. 3, pp. 347-377
Closed Access | Times Cited: 374
The COACTIV Model of Teachers’ Professional Competence
Jürgen Baumert, Mareike Kunter
Springer eBooks (2013), pp. 25-48
Closed Access | Times Cited: 365
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
Anne E. Cunningham, Kathryn E. Perry, Keith E. Stanovich, et al.
Annals of Dyslexia (2004) Vol. 54, Iss. 1, pp. 139-167
Closed Access | Times Cited: 364
Firmar a posição como professor, afirmar a profissão docente
António Nóvoa
Cadernos de Pesquisa (2017) Vol. 47, Iss. 166, pp. 1106-1133
Open Access | Times Cited: 360
Using video to teach future teachers to learn from teaching
Rossella Santagata, Jody Guarino
ZDM (2010) Vol. 43, Iss. 1, pp. 133-145
Open Access | Times Cited: 354
An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets
Carolyn S. Wallace, Nam‐Hwa Kang
Journal of Research in Science Teaching (2004) Vol. 41, Iss. 9, pp. 936-960
Closed Access | Times Cited: 353
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