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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:

L2 teacher identity development: An activity theoretic perspective
Mohammad Nabi Karimi, Mahdieh Mofidi
System (2019) Vol. 81, pp. 122-134
Closed Access | Times Cited: 58

Showing 26-50 of 58 citing articles:

“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context
Xu Liu, Tessa Mearns, Wilfried Admiraal
Asia Pacific Journal of Education (2024), pp. 1-19
Open Access | Times Cited: 2
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China
Wei Yue, Lingnan Yan, Yanru Yang
Teaching and Teacher Education (2024) Vol. 144, pp. 104605-104605
Open Access | Times Cited: 2
An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators
Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu
Journal of Multilingual and Multicultural Development (2024), pp. 1-14
Closed Access | Times Cited: 2
‘I view teaching differently’: identity development of university teachers doing professional doctorates
Jie Bao, Dezheng Feng, Guangwei Hu
European Journal of Teacher Education (2024), pp. 1-20
Closed Access | Times Cited: 2
‘How come they struggle with such simple work?’: parents’ perceptions of language teacher identity and teaching practice
Chinh Duc Nguyen, John Trent, Thao Phuong Nguyen
Cambridge Journal of Education (2022) Vol. 53, Iss. 3, pp. 275-292
Closed Access | Times Cited: 11
Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction
Sedigheh Karimpour, Farhang Moradi, Mostafa Nazari
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 3, pp. 678-689
Closed Access | Times Cited: 9
A Longitudinal Study of EFL Teacher Agency and Sustainable Identity Development: A Positioning Theory Perspective
Xinxin Wu
Sustainability (2022) Vol. 15, Iss. 1, pp. 48-48
Open Access | Times Cited: 9
Investigating connections between teacher identity and pedagogy in a content-based classroom
Matt Kessler
System (2021) Vol. 100, pp. 102551-102551
Closed Access | Times Cited: 11
Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training
Alejandra Nocetti de la Barra, Cristhian Pérez Villalobos, Andrew Philominraj
European Journal of Educational Research (2024) Vol. volume-13-2024, Iss. volume-13-issue-1-january-2024, pp. 145-157
Open Access | Times Cited: 1
Content-area teacher candidates’ identity work in an online teacher education course
Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
System (2024) Vol. 123, pp. 103348-103348
Closed Access | Times Cited: 1
Unveiling the professional identity construction of in-service university English language teachers: Evidence from Bangladesh
Md Rabiul Alam, Md Sahidul Islam, Diana Ansarey, et al.
Ampersand (2024) Vol. 12, pp. 100178-100178
Open Access | Times Cited: 1
(Re)constructing and (re)negotiating identities: A case study of postsecondary language teachers and social justice education
Kate Paesani, Lauren Goodspeed, Mandy R. Menke, et al.
Modern Language Journal (2024) Vol. 108, Iss. 3, pp. 625-647
Open Access | Times Cited: 1
Charting the trajectory of language teacher cognition development: What 15 years of research in System informs us
Yonghua Wang, Lawrence Jun Zhang
System (2024) Vol. 127, pp. 103508-103508
Open Access | Times Cited: 1
Hosting collectivity: ‘We’ as a person reference in interactional reflective practice in peer observation sessions
Jaume Batlle Rodríguez
Linguistics and Education (2023) Vol. 73, pp. 101147-101147
Open Access | Times Cited: 3
Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions
Zia Tajeddin, Minoo Alemi, Zahra Maleknia
Language Teaching Research (2023)
Closed Access | Times Cited: 3
Career Motivations as Sources of Teacher Identity in Foreign Language Education
Funda Ölmez-Çağlar
Participatory Educational Research (2022) Vol. 9, Iss. 5, pp. 105-126
Open Access | Times Cited: 5
Exploring the Role of Religious Ideology in English Language Teachers’ Identity Construction: A Community of Practice Perspective
Sedigheh Karimpour, Roya Jafari, Mostafa Nazari
The Asia-Pacific Education Researcher (2022) Vol. 33, Iss. 1, pp. 83-92
Closed Access | Times Cited: 5
Prospective English language teachers’ projected identities in personal statements plus experienced teachers’ reactions
Matt Kessler
International Journal of Applied Linguistics (2021) Vol. 32, Iss. 1, pp. 76-93
Closed Access | Times Cited: 5
RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL IDENTITY IN ONLINE CLASSES
Raziyeh Fallah, Azizeh Chalak, Hossein Heidari Tabrizi
Problems of Education in the 21st Century (2021) Vol. 79, Iss. 6, pp. 858-879
Open Access | Times Cited: 5
“My Past Language Learning is Irritating, But Not for My Future Teaching Career!”: A Look at One Male Preservice Teacher’s Teacher Identity Construction
M. Faruq Ubaidillah, Mutmainnah Mustofa, Khusnul Khotimah, et al.
The New English Teacher (2020) Vol. 14, Iss. 1, pp. 43-43
Closed Access | Times Cited: 4
Innovating payment as the determinant of emotional wellbeing
Mostafa Nazari
Gláuks - Revista de Letras e Artes (2024) Vol. 23, Iss. 3, pp. 55-78
Open Access
Factors Maintaining EFL Learners’ Directed Motivational Currents in Learning English: An Activity-Theory-Informed Multiple Case Study
Mohammad Nabi Karimi, Zohreh Parsamajd
English Teaching & Learning (2024)
Closed Access
Problems and countermeasures: a phenomenological study of Chinese EFL supervisors’ perspectives about the practicum / Problemas y contramedidas: un estudio fenomenológico de las perspectivas de los supervisores de ILE en China sobre el programa de prácticas
Chunmei Yan, Chuanjun He
Culture and Education (2024)
Closed Access
Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers’ Perceptions
Benjamín Cárcamo, Bernardo Pino, Christopher P. Johnson
Journal of Latinos and Education (2024), pp. 1-23
Closed Access
Exploring identity construction in team teaching: The case of Iranian student-teachers
Mohammad Aliakbari, Peyman Valizadeh
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 1

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