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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:

Teachers' motivation to participate in training and to implement innovations
Georgios S. Gorozidis, Αθανάσιος Παπαϊωάννου
Teaching and Teacher Education (2013) Vol. 39, pp. 1-11
Closed Access | Times Cited: 275

Showing 1-25 of 275 citing articles:

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions
Richard M. Ryan, Edward L. Deci
Contemporary Educational Psychology (2020) Vol. 61, pp. 101860-101860
Closed Access | Times Cited: 3155
Testing a continuum structure of self-determined motivation: A meta-analysis.
Joshua L. Howard, Marylène Gagné, Julien S. Bureau
Psychological Bulletin (2017) Vol. 143, Iss. 12, pp. 1346-1377
Open Access | Times Cited: 346
Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research
Kevin Proudfoot
Journal of Mixed Methods Research (2022) Vol. 17, Iss. 3, pp. 308-326
Open Access | Times Cited: 318
The Impact of Implementing Talent Management Practices on Sustainable Organizational Performance
Riham Al Aina, Tarık Atan
Sustainability (2020) Vol. 12, Iss. 20, pp. 8372-8372
Open Access | Times Cited: 194
Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types
Robert H. Stupnisky, Allison BrckaLorenz, Bridget Yuhas, et al.
Contemporary Educational Psychology (2018) Vol. 53, pp. 15-26
Closed Access | Times Cited: 163
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Tim Fütterer, Ronny Scherer, Katharina Scheiter, et al.
Computers & Education (2023) Vol. 198, pp. 104756-104756
Open Access | Times Cited: 44
A self-determination theory approach to teacher digital competence development
Thomas K. F. Chiu, Garry Falloon, Yanjie Song, et al.
Computers & Education (2024) Vol. 214, pp. 105017-105017
Open Access | Times Cited: 26
Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn
Monika Louws, Jacobiene Meirink, Klaas van Veen, et al.
Teaching and Teacher Education (2017) Vol. 66, pp. 171-183
Open Access | Times Cited: 155
Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement
Eva Moreira-Fontán, Mar García-Señorán, Ángeles Conde Rodríguez, et al.
Computers & Education (2019) Vol. 134, pp. 63-77
Open Access | Times Cited: 142
Teachers' engagement in professional learning: Exploring motivational profiles
Joost Jansen in de Wal, Perry J. den Brok, Janneke G. Hooijer, et al.
Learning and Individual Differences (2014) Vol. 36, pp. 27-36
Open Access | Times Cited: 114
Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities
Si Zhang, Qingtang Liu
Computers & Education (2019) Vol. 134, pp. 145-155
Closed Access | Times Cited: 107
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level
Zhang Xin, Wilfried Admiraal, Nadira Saab
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 5, pp. 714-731
Open Access | Times Cited: 95
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction
Iksang Yoon, Minjung Kim
Teaching and Teacher Education (2021) Vol. 109, pp. 103565-103565
Closed Access | Times Cited: 58
Game-Based Learning and Gamification in Physical Education: A Systematic Review
Rubén Camacho-Sánchez, Ana Manzano León, José M. Rodríguez-Ferrer, et al.
Education Sciences (2023) Vol. 13, Iss. 2, pp. 183-183
Open Access | Times Cited: 37
Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation
Dovilė Stumbrienė, Tatjana Jevsikova, Vita Kontvainė
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1697-1731
Open Access | Times Cited: 24
Challenges influencing teachers' involvement in continuous professional development: A South African perspective
Johanna Geldenhuys, Lizette Clarise Oosthuizen
Teaching and Teacher Education (2015) Vol. 51, pp. 203-212
Closed Access | Times Cited: 86
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Floor Binkhorst, Adam Handelzalts, Cindy L. Poortman, et al.
Teaching and Teacher Education (2015) Vol. 51, pp. 213-224
Open Access | Times Cited: 69
What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
Dirk Richter, Marc Kleinknecht, Alexander Gröschner
Teaching and Teacher Education (2019) Vol. 86, pp. 102929-102929
Closed Access | Times Cited: 65
Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?
Hanna Andyani, Punaji Setyosarı, Bambang Budi Wiyono, et al.
International Journal of Emerging Technologies in Learning (iJET) (2020) Vol. 15, Iss. 03, pp. 126-126
Open Access | Times Cited: 62
Supervisor Incivility and Employee Job Performance: The Mediating Roles of Job Insecurity and Amotivation
Yuhyung Shin, Won‐Moo Hur
The Journal of Psychology (2019) Vol. 154, Iss. 1, pp. 38-59
Closed Access | Times Cited: 55
Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey
Erica Gobbi, Silvio Maltagliati, Philippe Sarrazin, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 24, pp. 9431-9431
Open Access | Times Cited: 55
Towards teacher innovative work behavior: A conceptual model
Soheila Hosseini, Zahra Rastegar Haghighi Shirazi
Cogent Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 52
Developing Teachers’ Digital Competence: Results From a Pilot in Portugal
Margarida Lucas, Nuno Dorotea, João Piedade
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje (2021) Vol. 16, Iss. 1, pp. 84-92
Closed Access | Times Cited: 42
School learning support for teacher technology integration from a self-determination theory perspective
Thomas K. F. Chiu
Educational Technology Research and Development (2022) Vol. 70, Iss. 3, pp. 931-949
Open Access | Times Cited: 30
Teacher innovation: Conceptualizations, methodologies, and theoretical framework
Shengnan Liu, Hongbiao Yin, Yuning Wang, et al.
Teaching and Teacher Education (2024) Vol. 145, pp. 104611-104611
Closed Access | Times Cited: 6
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