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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:

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)
Carles Monereo i Font, Hubert J. M. Hermans
Journal for the Study of Education and Development Infancia y Aprendizaje (2023) Vol. 46, Iss. 3, pp. 445-491
Open Access | Times Cited: 18

Showing 18 citing articles:

Teacher agency in the dynamics of educational practices: a theory synthesis
Anita Emans, Helma Oolbekkink-Marchand, Cok Bakker, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Development of Teacher Identity Towards Inclusive Voices. A Case Study
Carla Meneses-Pinto, Eva Liesa
The Journal of Experimental Education (2025), pp. 1-19
Closed Access
Constructing Teacher Self in a Dialogue between Multiple I-Positions: A Case from Teacher Education
Maarit Arvaja
Journal of Constructivist Psychology (2023) Vol. 37, Iss. 4, pp. 451-471
Open Access | Times Cited: 4
Diálogo y desarrollo: Perspectivas y aplicaciones de la teoría del self dialógico en contextos educativos
Luis Medina Gual, Carles Monereo i Font
DIDAC (2024), Iss. 83 ENE.JUN, pp. 84-91
Open Access | Times Cited: 1
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
Examining Finnish teachers’ professional agency in the professional community in curriculum reform / Análisis de la agencia profesional de los docentes finlandeses en la comunidad profesional en la reforma curricular
Martti Laivuori, Auli Toom, Lotta Tikkanen, et al.
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 875-906
Closed Access | Times Cited: 1
Complexity, Struggle, and the Dialogical Self: Learning from New Teachers to Shift the Paradigm of Teacher Education and Professional Learning
Trevor Thomas Stewart, Timothy A. Jansky
Journal of Constructivist Psychology (2024), pp. 1-20
Closed Access
El abismo universitario: percepciones desde la experiencia académica sobre la situación universitaria actual
Daniel Sánchez-Brkic, Paola Andreucci-Annunziata
European Public & Social Innovation Review (2024) Vol. 9, pp. 1-20
Open Access
From teacher to school principal. Analysis of an identity transition process / De profesor a principal de escuela. Análisis de un proceso de transición identitaria
Núria Mollá, Montserrat Castelló
Journal for the Study of Education and Development Infancia y Aprendizaje (2024)
Closed Access
‘I feel like they don’t want us to stay’: identity negotiation and agency of international prospective teachers learning to teach in the United States / ‘Tengo la sensación de que no quieren que nos quedemos’: negociación de identidad y agencia de futuros docentes internacionales que aprenden a enseñar en los Estados Unidos
Yue Bian
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 796-823
Closed Access
Neither student nor teacher? Possible selves in the development of faculty identity during the practicum / ¿Ni estudiante ni profesora? Yoes posibles en el desarrollo de la identidad del profesorado durante el prácticum
Crista Weise, Paulina Rojos Sasso
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 768-795
Closed Access
The arts as a tool for identity development: how an arts-integrated writers’ workshop fostered sense of self and agency in disabled students / Las artes como herramienta para el desarrollo identitario: cómo un taller de escritura que integra las artes fomentó el autoconcepto y la agencia en estudiantes con discapacidad
Majd Subih, Teresa G. Wójcik, Christa S. Bialka
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 711-743
Closed Access
Towards the integrated study of the dialogical self and agency to research personal change in education / Hacia el estudio integrado del yo dialógico y la agencia para investigar el cambio personal en educación
Ana Clara Ventura, Eva Liesa-Hernández, Mónica Roncancio Moreno
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 672-685
Closed Access
Dynamics of the construction of agency and identity during the transition from primary to secondary school in students in Colombia / Dinámicas de construcción de agencialidad e identidad durante la transición de la primaria a la secundaria en estudiantes en Colombia
Danna Aristizábal Oviedo, Silviane Barbato
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 686-710
Closed Access
‘At sea with Lucas’: narrative case study of an early childhood educator faced with a critical incident / ‘En la mitad del mar con Lucas’: estudio de caso narrativo de una maestra de educación infantil ante un incidente crítico
Ignacio Figueroa-Céspedes
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 824-851
Closed Access
The role of reflection in learner identity construction. A sociocultural and dialogical approach / El papel de la reflexión en el proceso de construcción de la identidad de aprendiz. Una aproximación sociocultural y dialógica
Elena Martín Ortega, Mariana Solari
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 744-767
Closed Access
Primary teachers’ identity positioning in the process of pedagogical innovation / Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica
Marcos Monje López, Antoni Badia, Lorena Becerril
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 852-874
Closed 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
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