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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:

Developing a teacher identity in the university context: a systematic review of the literature
Thea van Lankveld, Judith Schoonenboom, M.L.L. Volman, et al.
Higher Education Research & Development (2016) Vol. 36, Iss. 2, pp. 325-342
Open Access | Times Cited: 351

Showing 1-25 of 351 citing articles:

Strengthening Teachers’ Professional Identities Through Faculty Development
Yvonne Steinert, Patricia OʼSullivan, David M. Irby
Academic Medicine (2019) Vol. 94, Iss. 7, pp. 963-968
Open Access | Times Cited: 151
“I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment
Ali Derakhshan, Yongliang Wang, Farhad Ghiasvand
Applied Linguistics Review (2023) Vol. 15, Iss. 6, pp. 2659-2684
Closed Access | Times Cited: 77
Domains of teacher identity: A review of quantitative measurement instruments
Fadie Hanna, Ron Oostdam, Sabine Severiens, et al.
Educational Research Review (2019) Vol. 27, pp. 15-27
Open Access | Times Cited: 133
Collaborative risk management: a systematic literature review
Derek Friday, Suzanne Ryan, Ramaswami Sridharan, et al.
International Journal of Physical Distribution & Logistics Management (2018) Vol. 48, Iss. 3, pp. 231-253
Closed Access | Times Cited: 113
Supporting a teacher identity in health professions education: AMEE Guide No. 132
Thea van Lankveld, Harish Thampy, Peter Cantillon, et al.
Medical Teacher (2020) Vol. 43, Iss. 2, pp. 124-136
Open Access | Times Cited: 85
On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education
Anne Lohr, Matthias Stadler, Florian Schultz-Pernice, et al.
Computers in Human Behavior (2021) Vol. 119, pp. 106715-106715
Open Access | Times Cited: 85
“Teaching, my passion; publishing, my pain”: unpacking academics’ professional identity tensions through the lens of emotional resilience
Shanshan Yang, Dingfang Shu, Hongbiao Yin
Higher Education (2021) Vol. 84, Iss. 2, pp. 235-254
Open Access | Times Cited: 67
Language Teacher Educator Identity
Gary Barkhuizen
(2021)
Closed Access | Times Cited: 66
Understanding influences on entrepreneurship educator role identity
Candida G. Brush, Birgitte Wraae, Shahrokh Nikou
Education + Training (2024) Vol. 66, Iss. 10, pp. 1-28
Open Access | Times Cited: 10
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement
Sharen Nisbet, Elizabeth Goode, Erica Russ, et al.
The International Journal for Academic Development (2025), pp. 1-14
Closed Access | Times Cited: 1
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
Henna Vilppu, Ilona Södervik, Liisa Postareff, et al.
Instructional Science (2019) Vol. 47, Iss. 6, pp. 679-709
Open Access | Times Cited: 72
Academic identities in contemporary higher education: sustaining identities that value teaching
Velda McCune
Teaching in Higher Education (2019) Vol. 26, Iss. 1, pp. 20-35
Open Access | Times Cited: 71
What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies
Montserrat Castelló, Lynn McAlpine, Anna Sala-Bubaré, et al.
Higher Education (2020) Vol. 81, Iss. 3, pp. 567-590
Open Access | Times Cited: 68
How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?
Ine Noben, Jan Folkert Deinum, Irene M.E. Douwes-van Ark, et al.
Studies In Educational Evaluation (2020) Vol. 68, pp. 100966-100966
Open Access | Times Cited: 51
The navigational challenges of a blended learning approach to teaching in business and management
Aron Truss, Valerie Anderson
The International Journal of Management Education (2022) Vol. 21, Iss. 1, pp. 100733-100733
Open Access | Times Cited: 31
University lecturers as change agents: How do they perceive their professional agency?
Max Kusters, Roeland van der Rijst, Arjen de Vetten, et al.
Teaching and Teacher Education (2023) Vol. 127, pp. 104097-104097
Open Access | Times Cited: 20
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis
Amy Wanyu Ou, Mingyue Gu
Language and Education (2023) Vol. 38, Iss. 1, pp. 42-64
Open Access | Times Cited: 17
Academics' identity development as teachers
Caroline Trautwein
Teaching in Higher Education (2018) Vol. 23, Iss. 8, pp. 995-1010
Closed Access | Times Cited: 59
Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers
Thea van Lankveld, Judith Schoonenboom, Rashmi A. Kusurkar, et al.
Advances in Health Sciences Education (2016) Vol. 22, Iss. 3, pp. 601-622
Open Access | Times Cited: 56
Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program
Diego Fernando Macías, Wilson Hernández Varona, Angélica Gutiérrez Sánchez
Teaching and Teacher Education (2020) Vol. 91, pp. 103055-103055
Closed Access | Times Cited: 45
Understanding academic agency in curriculum change in higher education
Johanna Annala, Jyri Lindén, Marita Mäkinen, et al.
Teaching in Higher Education (2021) Vol. 28, Iss. 6, pp. 1310-1327
Open Access | Times Cited: 39
Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
Andrea E. Weinberg, Meena M. Balgopal, Laura B. Sample McMeeking
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 99-120
Open Access | Times Cited: 36
Twenty Years’ Development of Teacher Identity Research: A Bibliometric Analysis
Yunyun Zhang, Ping Wang
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 24
Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
Mette Krogh Christensen, Karl-Johan Schmidt Nielsen, Lotte Dyhrberg O’Neill
Advances in Health Sciences Education (2022) Vol. 27, Iss. 3, pp. 577-603
Open Access | Times Cited: 24
Factors associated with research productivity in higher education institutions in Africa: a systematic review
Dieudonné Uwizeye, Florah Karimi, Caroline Thiong’o, et al.
AAS Open Research (2022) Vol. 4, pp. 26-26
Open Access | Times Cited: 24
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