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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:

Teacher learning in the context of teacher collaboration: connecting teacher dialogue to teacher learning
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
Research Papers in Education (2021) Vol. 37, Iss. 6, pp. 1165-1188
Open Access | Times Cited: 24

Showing 24 citing articles:

School-based collaboration as a learning context for teachers: A systematic review
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
International Journal of Educational Research (2022) Vol. 112, pp. 101927-101927
Open Access | Times Cited: 50
Vocational teachers' professional learning: A systematic literature review of the past decade
Na Zhou, Dineke E.H. Tigelaar, Wilfried Admiraal
Teaching and Teacher Education (2022) Vol. 119, pp. 103856-103856
Open Access | Times Cited: 23
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study
Jan D. Vermunt, Maria Vrikki, Pete Dudley, et al.
Teaching and Teacher Education (2023) Vol. 133, pp. 104295-104295
Open Access | Times Cited: 15
Teacher collaborative knowledge building in Reciprocal Peer Observation
Marta Flores, Ester Miquel, David Durán Gisbert
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings
Maartje Henderikx, Emmy Vrieling
Journal of Professional Capital and Community (2025)
Closed Access
Differences in leading and learning professional learning communities
Kara L. Plank, Karen L. Sanzo, Jay Paredes Scribner
Journal of Workplace Learning (2024) Vol. 36, Iss. 5, pp. 335-347
Closed Access | Times Cited: 2
The impact of mandated collaboration in the workplace: a case study of Ethiopian primary school teachers
Esayas Teshome Taddese
Irish Educational Studies (2023) Vol. 43, Iss. 4, pp. 1327-1343
Closed Access | Times Cited: 4
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system
Fatemeh Abbaspour, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş
International Journal of Educational Management (2024) Vol. 38, Iss. 3, pp. 873-889
Closed Access | Times Cited: 1
Facilitating professional development in teacher learning groups: development and validation of the ‘value creation questionnaire’
Emmy Vrieling, Lars de Vreugd, Femke Nijland, et al.
Professional Development in Education (2024), pp. 1-18
Open Access | Times Cited: 1
Special education teachers’ views on their agency in teacher collaboration
Annukka Paloniemi, Piia Maria Björn, Eija Kärnä
European Journal of Special Needs Education (2022) Vol. 38, Iss. 3, pp. 349-362
Open Access | Times Cited: 6
Assessing social configurations in teacher learning groups: the ‘Dimensions of Social Learning Questionnaire’
Emmy Vrieling, Marjan Vermeulen, Lars de Vreugd
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 3, pp. 521-533
Open Access | Times Cited: 6
Training, professional development and competence assessment of vocational and professional education teachers: An international review
А. А. Коновалов, Ayrat Satdykov, E. Yu. Esenina
Science for Education Today (2022) Vol. 12, Iss. 6, pp. 138-164
Open Access | Times Cited: 3
Komuniti Pembelajaran Profesional (PLC) dalam Pembangunan Profesionalisme Keguruan: Satu Tinjauan Literatur
Mohd Hashiq Hashim
Jurnal Dunia Pendidikan (2024)
Open Access
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
Javier Onrubia, Marta Minguela, Begoña Roca
Teaching and Teacher Education (2024) Vol. 144, pp. 104581-104581
Open Access
The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom
Shannon T. Conley
(2024)
Open Access
Development and factor structure of the teaching approach scale
Matteo Reho, Sara Costa, Sabine Pirchio, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Priorities and possibilities for teacher professional learning in a (post)COVID-19 era
Pamela Osmond-Johnson, Trudy Keil, Hosna Tayebianvar, et al.
Professional Development in Education (2024), pp. 1-15
Closed Access
Dialogic Scaffolding: How to Design Critical Questions in Developing Students Algebraic Reasoning?
Mochamad Abdul Basir, Imam Kusmaryono, Hevy Risqi Maharani
European Journal of Mathematics and Science Education (2024) Vol. volume-5-2024, Iss. volume-5-issue-3-september-2024, pp. 167-184
Open Access
Cultural and micropolitical interactions of teacher relations
Erkan Tabancalı, Gülay Öngel
South African Journal of Education (2024) Vol. 44, Iss. Supplement 1, pp. S1-S14
Open Access
One size does not fit all - mapping informal and formal professional development activities of vocational teachers
Marjanne Hagedoorn, Maaike Koopman, Machiel Bouwmans, et al.
Teachers and Teaching (2023), pp. 1-21
Open Access | Times Cited: 1
Collaboration And Agency In Teaching For Inclusion And Diversity
Mihaela Mitescu Manea
European Proceedings of Educational Sciences (2023) Vol. 5, pp. 709-719
Open Access
First-Year Teachers’ Perceptions of Pre-Service Wellness and Physical Activity Integration Coursework and the First-Year Transition
Alicia Stapp, A Shane
Journal of Teacher Education and Lifelong Learning (2023) Vol. 5, Iss. 2, pp. 710-722
Open Access
APRENDIZES DA DOCÊNCIA TECNOLÓGICA
Luis Carlos Peters Motta
Revista de ciências humanas (2023) Vol. 24, Iss. 2, pp. 20-34
Open Access


Science for Education Today (2022) Vol. 12, Iss. 6
Open Access
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