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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:

Language Teacher Identity and the Domestication of Dissent: An Exploratory Account
Brian Morgan
TESOL Quarterly (2016) Vol. 50, Iss. 3, pp. 708-734
Closed Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Toward identity‐oriented teacher education: Critical autoethnographic narrative
Bedrettin Yazan
TESOL Journal (2018) Vol. 10, Iss. 1
Open Access | Times Cited: 118
Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience
Bedrettin Yazan
TESOL Journal (2019) Vol. 10, Iss. 4
Closed Access | Times Cited: 67
Teacher identity work in neoliberal schooling spaces
Jenelle Reeves
Teaching and Teacher Education (2018) Vol. 72, pp. 98-106
Closed Access | Times Cited: 65
Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China
Wendy Li
Language Teaching Research (2020) Vol. 26, Iss. 4, pp. 579-597
Closed Access | Times Cited: 64
Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications
Mariah J. Fairley
TESOL Quarterly (2020) Vol. 54, Iss. 4, pp. 1037-1064
Closed Access | Times Cited: 58
Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry
Megan Madigan Peercy, Judy Sharkey, Laura Baecher, et al.
TESOL Journal (2019) Vol. 10, Iss. 4
Closed Access | Times Cited: 49
Agency in the making: Experiences of international graduates of a TESOL program
Roumiana Ilieva, Aisha Ravindran
System (2018) Vol. 79, pp. 7-18
Closed Access | Times Cited: 48
Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world
Magdalena Kubanyiova
Language Teaching Research (2018) Vol. 24, Iss. 1, pp. 49-59
Open Access | Times Cited: 45
The construction of teachers’ professional identity: An analysis of subjective learning experiences
Jorge Chávez, Jaime Fauré Niñoles, Juan Pablo Barril Madrid
European Journal of Teacher Education (2021) Vol. 46, Iss. 2, pp. 256-273
Closed Access | Times Cited: 32
Exploring an elementary ESL teacher’s emotions and advocacy identity
Jihea Maddamsetti
International Multilingual Research Journal (2021) Vol. 15, Iss. 3, pp. 235-252
Closed Access | Times Cited: 24
Language Teacher Identity
Zia Tajeddin, Mostafa Nazari
Springer international handbooks of education (2025), pp. 1-18
Closed Access
Translanguaging and Public Service Encounters: Language Learning in the Library
Angela Creese, Adrian Blackledge
Modern Language Journal (2019) Vol. 103, Iss. 4, pp. 800-814
Open Access | Times Cited: 25
A closer look at ESOL teacher advocacy: What we do and why
Heather A. Linville
TESOL Journal (2020) Vol. 11, Iss. 3
Closed Access | Times Cited: 20
An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching
Mingyue Gu, Chun Lai
British Educational Research Journal (2019) Vol. 45, Iss. 5, pp. 918-937
Closed Access | Times Cited: 19
Precarious Work of English Language Teaching in Canada
Sherry Breshears
TESL Canada Journal (2019) Vol. 36, Iss. 2, pp. 26-47
Open Access | Times Cited: 19
Language Teacher Motivation Research: Its Ends, Means and Future Commitments
Magdalena Kubanyiova
Springer eBooks (2019), pp. 389-407
Closed Access | Times Cited: 17
The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography
Mario E. López‐Gopar, William M. Sughrua, Vilma Huerta Córdova
Teachers and Teaching (2022) Vol. 30, Iss. 2, pp. 152-165
Closed Access | Times Cited: 10
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions
Babürhan Üzüm, Bedrettin Yazan, Netta Avineri
Language Teaching Research (2022)
Closed Access | Times Cited: 8
Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning
Trish Morita‐Mullaney, Jenna Cushing‐Leubner, Michelle Benegas, et al.
TESOL Quarterly (2023) Vol. 58, Iss. 2, pp. 600-627
Open Access | Times Cited: 4
Critical Research in English Language Teaching
Christian W. Chun, Brian Morgan
Springer international handbooks of education (2019), pp. 1091-1110
Closed Access | Times Cited: 11
Feeling our Way: A Trioethnography on Critical Affective Literacy for Applied Linguistics
Anwar Uddin Ahmed, Brian Morgan, Ruberval Franco Maciel
Calidoscópio (2022) Vol. 19, Iss. 4, pp. 538-552
Open Access | Times Cited: 7
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
EAP Students Co‐constructing Alternative Narratives: Classroom Discursive Representations of Islam and Democracy
Christian W. Chun
TESOL Quarterly (2018) Vol. 53, Iss. 1, pp. 158-179
Open Access | Times Cited: 8
Theories and Practices in Critical Language Teaching: A Dialogic Introduction
Brian Morgan, Andréa Machado de Almeida Mattos
Revista Brasileira de Lingüística Aplicada (2018) Vol. 18, Iss. 2, pp. 213-226
Open Access | Times Cited: 8
Toward an inclination to advocate: a discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education
Amber N. Warren
Language and Education (2020) Vol. 35, Iss. 1, pp. 60-77
Closed Access | Times Cited: 8
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