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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’ professional development in school: A review study
May Britt Postholm
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1522781-1522781
Open Access | Times Cited: 75

Showing 1-25 of 75 citing articles:

Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme
Marta Gràcia, Ana Luisa Adam-Alcócer, Paola Duarte, et al.
Professional Development in Education (2025), pp. 1-22
Closed Access
Enhancing conceptual teaching in organic chemistry through lesson study: a TSPCK-Based approach
Bongani Prince Ndlovu, Sphesihle Winile Nsele, Hlologelo Climant Khoza
Chemistry Teacher International (2025)
Open Access
Exploring science teachers’ self-selection attitudes into professional development programs: motivations, preferences, and implications for practice
Faiza Zafar, Christina Alston, Carolyn Nichol, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Towards a learning community: understanding teachers’ mental models to support their professional development and learning
Mirja Tarnanen, Emma Kostiainen, Vili Kaukonen, et al.
Professional Development in Education (2021) Vol. 50, Iss. 5, pp. 1019-1033
Open Access | Times Cited: 18
Context matters: A meta-ethnographic study on teachers’ workplace learning
Simon Enthoven, Virginie März, Vincent Dupriez
Teaching and Teacher Education (2023) Vol. 132, pp. 104224-104224
Closed Access | Times Cited: 7
Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway
Edel Karin Kvam
Professional Development in Education (2021) Vol. 49, Iss. 3, pp. 429-441
Open Access | Times Cited: 17
Assisting teacher collaborative discourse in professional development: An analysis of a facilitator's discourse strategies
Javier Onrubia, Begoña Roca, Marta Minguela
Teaching and Teacher Education (2022) Vol. 113, pp. 103667-103667
Open Access | Times Cited: 12
Characteristics of research into professional learning across professions: A mapping review
Vivienne Baumfield, Alison Bethel, Aimee Dowek, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
Teachers’ professional learning study
OECD
Education policy pointers (2021)
Open Access | Times Cited: 13
The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools
Anat Hilel, Antonia Ramírez García
Education Sciences (2022) Vol. 12, Iss. 4, pp. 285-285
Open Access | Times Cited: 9
In search of the middle influence: how middle leaders support teachers’ professional learning
Jian Tang, Darren Anthony Bryant, Allan Walker
Educational Research (2023) Vol. 65, Iss. 4, pp. 444-461
Closed Access | Times Cited: 5
Linguistically responsive teaching: A requirement for Finnish primary school teachers
Leena Maria Heikkola, Jenni Alisaari, Heli Vigren, et al.
Linguistics and Education (2022) Vol. 69, pp. 101038-101038
Open Access | Times Cited: 8
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
Challenges to professional teacher development through workplace culture management
Khairiah Khairiah, Alfauzan Amin, Muassomah Muassomah, et al.
International Journal of Evaluation and Research in Education (IJERE) (2024) Vol. 13, Iss. 2, pp. 714-714
Open Access | Times Cited: 1
Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers?
Didit Ardianto, Tustiyana Windiyani, Irma Rahma Suwarma, et al.
Momentum Physics Education Journal (2024) Vol. 8, Iss. 1, pp. 84-94
Open Access | Times Cited: 1
Desenvolvimento Profissional dos Professores de Ciências: em defesa de uma visão sistémica
António Cachapuz
Temas & Matizes (2024) Vol. 17, Iss. 31, pp. 507-529
Open Access | Times Cited: 1
Primary schools as professional learning communities and teachers’ professional development: an empirical study in a Greek educational context
Aikaterini Balasi, George Iordanidis
Teacher Development (2024) Vol. 28, Iss. 4, pp. 569-590
Closed Access | Times Cited: 1
Influencia de la diversidad generacional en las relaciones entre docentes
José Miguel Nieto Cano, Mónica Vallejo, Ana Torres Soto, et al.
Profesorado Revista de Currículum y Formación del Profesorado (2024) Vol. 28, Iss. 1, pp. 171-191
Open Access | Times Cited: 1
Professional Development Among Preschool Teachers: Meta-Conversations About Peer Counseling
Hege Fimreite, Øyvind Glosvik
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes
Jubilate Rogathe Shuma, William A. L. Anangisye, Mjege Kinyota
Quality Assurance in Education (2024) Vol. 32, Iss. 3, pp. 478-492
Closed Access | Times Cited: 1
Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era
Theresia Enny Anggraini, Masduki Ahmad, Ivan Hanafi
Tarbawi Jurnal Keilmuan Manajemen Pendidikan (2024) Vol. 10, Iss. 02, pp. 295-306
Open Access | Times Cited: 1
Lessons from the welding booth: theories in practice in vocational education
Stig-Börje Asplund, Nina Kilbrink
Empirical research in vocational education and training (2020) Vol. 12, Iss. 1
Open Access | Times Cited: 11
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway
Kari Smith
Asia-Pacific Journal of Teacher Education (2022) Vol. 50, Iss. 4, pp. 328-342
Open Access | Times Cited: 6
Reimagining a framework for teachers’ continuous professional development during curriculum reform
Sarah Porcenaluk, Art O’Neachtain, Cornelia Connolly
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 931-948
Open Access | Times Cited: 3
Lower-secondary school teachers’ perceptions of professional development in university-school collaboration
Tara Sapkota, Siv M. Gamlem, Kim-Daniel Vattøy
Teaching and Teacher Education (2023) Vol. 135, pp. 104312-104312
Open Access | Times Cited: 3
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