Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach
Gang Zhu, Mingyang Chen
Teaching and Teacher Education (2022) Vol. 117, pp. 103734-103734
Closed Access | Times Cited: 14

Showing 14 citing articles:

Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model
Jian‐Chuan Ye, Wenbo Fan, Yongxiang Wang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Teachers’ Professional Training through Augmented Reality: A Literature Review
Juanjo Mena, Odiel Estrada Molina, Esperanza Pérez-Calvo
Education Sciences (2023) Vol. 13, Iss. 5, pp. 517-517
Open Access | Times Cited: 6
Unpacking a female language teacher’s identity transformations: a perspective of multiple I-positions
Huanling Xing, Liyan Liu, Anne Li Jiang, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades
Yiqian Yan
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
Gonny Schellings, Maaike Koopman, Douwe Beijaard
Education Sciences (2024) Vol. 14, Iss. 9, pp. 1022-1022
Open Access | Times Cited: 1
Teachers' Professional Training Through Augmented Reality: A Literature Review
Juanjo Mena, Odiel Estrada Molina, Esperanza Pérez-Calvo
(2023)
Open Access | Times Cited: 2
Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
Mo Chen, Wenli Zhang, Qun Zheng
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
Transformative Way of Becoming a Teacher: A Phenomenological-Hermeneutic Analysis of Class Teacher Education in Finland
Minni Matikainen
Journal of Transformative Education (2024)
Open Access
Traveling with a desirable destination: a dialogical analysis of professional identity formation among freshman medical students
Kosar Asna Ashari, Mahshad Ahmadi, Elahe Baharvand, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access
Dynamic positioning in identity development: Case studies of Chinese university English language teachers
Shan Chen, Lawrence Jun Zhang, Stuart McNaughton
Language Teaching Research (2024)
Closed Access
Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool
Rigoberto Chavira-Quintero, José Manuel Olais-Govea
Sustainability (2023) Vol. 15, Iss. 5, pp. 3981-3981
Open Access
Responsive and Responsible Preservice Teacher Reflective Thinking Towards Chemistry for Life
Canan Koçak Altundağ
Advances in higher education and professional development book series (2023), pp. 236-255
Closed Access
Understanding ESL Preservice Teachers’ Metaphorical Epistemology in the Teaching Practicum Context
Gang Zhu, Aidong Zhang
International Journal of Contemporary Education (2023) Vol. 6, Iss. 1, pp. 65-65
Open Access
Identidad reflexiva docente de estudiantes de profesorado al evaluar una práctica educativa
Brenda Angélica Lara-Subiabre, Andrea del Pilar Vargas Fajardo
Revista de Estudios y Experiencias en Educación (2023) Vol. 22, Iss. 49, pp. 160-176
Open Access
Page 1

Scroll to top