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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:

Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs
Stefan Klemenz, Johannes König, Niclas Schaper
Educational Assessment Evaluation and Accountability (2019) Vol. 31, Iss. 2, pp. 221-249
Closed Access | Times Cited: 18

Showing 18 citing articles:

On the Role of Role-Theoretical Concepts: Determining Dimensionality or Difficulty in Cross-Occupational Collaboration
Aldin Striković, Philine Krebs, Eveline Wittmann
Vocations and Learning (2025) Vol. 18, Iss. 1
Open Access
Development of classroom management competencies throughout teacher education: a longitudinal study
Jasmin L. Bauersfeld, Bernadette Gold, Manfred Holodynski
Teacher Development (2025), pp. 1-21
Open Access
Coursework, field-based teaching practices, and multicultural experiences: Analyzing the determinants of preservice teachers’ ethnocultural diversity knowledge
Hakan Dursun, Ellen Claes, Orhan Ağırdağ
Teaching and Teacher Education (2023) Vol. 126, pp. 104077-104077
Closed Access | Times Cited: 6
Professionalisierung von Grundschullehrkräften. Kontext, Bedingungen und Herausforderungen
Susanne Miller
Verlag Julius Klinkhardt eBooks (2022)
Open Access | Times Cited: 5
Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences
Iben Maj Christiansen, Eva-Lena Erixon
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 159-177
Open Access | Times Cited: 7
Designing and validating an assessment inventory for online language teacher education accountability
Zahra Sorat, Zohre Mohamadi
Education and Information Technologies (2021) Vol. 27, Iss. 2, pp. 2483-2520
Closed Access | Times Cited: 6
Effectiveness of online and blended delivery methods on preservice teachers’ knowledge and beliefs for writing instruction
Rocío C. Seoane, Juan E. Jiménez
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 48, Iss. 2, pp. 178-196
Closed Access | Times Cited: 6
The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model
Simone Dunekacke, Lars Jenßen, Sigrid Blömeke
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 6, pp. 1429-1452
Open Access | Times Cited: 6
Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution
Tarquino Sánchez, Jaime León, Raquel Gilar Corbí, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 5
How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models
Jonas Weyers, Rudy Ligtvoet, Johannes König
Journal of Curriculum Studies (2024) Vol. 56, Iss. 4, pp. 448-467
Open Access
Teacher Beliefs on Oral Proficiency: Implications for Classroom Practice
Rebecca Borden, Teresa R. Bell
System (2024) Vol. 125, pp. 103411-103411
Closed Access
Professionelle Kompetenz von Mathematiklehrkräften aus einer pädagogischen Perspektive
Johannes König, Caroline Felske, Gabriele Kaiser
Mathematik Primarstufe und Sekundarstufe I + II (2023), pp. 293-331
Closed Access | Times Cited: 1
Career aspirations and proficiency levels in pedagogical knowledge: On the relation between motivational characteristics and acquisition of (pre-service) teachers’ professional knowledge
Stefan Klemenz, Johannes König
Zeitschrift für Erziehungswissenschaft (2023) Vol. 27, Iss. 1, pp. 229-255
Open Access | Times Cited: 1
Forschung zur Wirksamkeit der Grundschullehrer*innenausbildung
Ewald Kiel, Sabine Weiß
Verlag Julius Klinkhardt eBooks (2022)
Open Access | Times Cited: 2
Die Bedeutung von Lerngelegenheiten für das Erreichen von Kompetenzniveaus im pädagogischen Wissen bei angehenden Mathematiklehrkräften
Jonas Weyers, Caroline Felske, Johannes König
Springer eBooks (2022), pp. 247-266
Closed Access | Times Cited: 1
Lesson Studies in der Lehrerbildung – Ein Überblick
Christoph Weber, Katharina Soukup-Altrichter, Peter Posch
Springer eBooks (2019), pp. 7-45
Closed Access
The First Step in Inculcating Reading: Insights from UAE on Efficacy in Teaching Kindergarteners to Read in the Arabic Language
Mahmoud Gharaibeh, Abed Alrazaq H. Alhassan
Reading Psychology (2022) Vol. 44, Iss. 4, pp. 412-435
Closed Access
Innovation in Methodology: Longitudinal Analysis of Progression in Teacher Preparation
Michele Haynes, A. R. W. Smith
Teacher education, learning innovation and accountability (2021), pp. 201-215
Closed Access
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