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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:

Exploring Language Teacher Identity Work as Ethical Self‐Formation
Elizabeth R. Miller, Brian Morgan, Adriana L. Medina
Modern Language Journal (2017) Vol. 101, Iss. S1, pp. 91-105
Closed Access | Times Cited: 72

Showing 1-25 of 72 citing articles:

Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs
Elizabeth R. Miller, Christina Gkonou
System (2018) Vol. 79, pp. 49-59
Open Access | Times Cited: 169
Language Teacher Educator Identity
Gary Barkhuizen
(2021)
Closed Access | Times Cited: 66
Teacher identity work in neoliberal schooling spaces
Jenelle Reeves
Teaching and Teacher Education (2018) Vol. 72, pp. 98-106
Closed Access | Times Cited: 65
Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development: A Competencies‐Based Approach and Practical Applications
Mariah J. Fairley
TESOL Quarterly (2020) Vol. 54, Iss. 4, pp. 1037-1064
Closed Access | Times Cited: 58
Agency in the making: Experiences of international graduates of a TESOL program
Roumiana Ilieva, Aisha Ravindran
System (2018) Vol. 79, pp. 7-18
Closed Access | Times Cited: 48
Identity, politeness and discursive practices in a changing world
Zohreh R. Eslami, Tatiana Larina, Roya Pashmforoosh
Russian Journal of Linguistics (2023) Vol. 27, Iss. 1, pp. 7-38
Open Access | Times Cited: 14
Exploring professional identities of nonnative‐English‐speaking teachers in the United States: A narrative case study
Feifei Fan, Ester J. de Jong
TESOL Journal (2019) Vol. 10, Iss. 4
Closed Access | Times Cited: 42
Editors’ introduction to interdisciplinarity in language teacher agency: Theoretical and analytical explorations
Elizabeth R. Miller, Hayriye Kayi‐Aydar, Manka Varghese, et al.
System (2018) Vol. 79, pp. 1-6
Closed Access | Times Cited: 41
Legitimising teacher identity: Investment and agency from an ecological perspective
Neil Evan Jon Anthony Bowen, Natakorn Satienchayakorn, Mareeyadar Teedaaksornsakul, et al.
Teaching and Teacher Education (2021) Vol. 108, pp. 103519-103519
Open Access | Times Cited: 26
Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education
Monica Shank Lauwo, Kathryn Accurso, Harini Rajagopal
TESL Canada Journal (2022) Vol. 38, Iss. 2, pp. 113-139
Open Access | Times Cited: 17
Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development
Hussein Meihami
Journal of Language Identity & Education (2023), pp. 1-18
Closed Access | Times Cited: 10
Pedagogical Coaching as Identity Work: Cultivating and Negotiating ESL Teacher Narrative Identities
Brandon Sherman, Annela Teemant
Journal of Language Identity & Education (2023), pp. 1-16
Closed Access | Times Cited: 10
Language Teacher Identity
Zia Tajeddin, Mostafa Nazari
Springer international handbooks of education (2025), pp. 1-18
Closed Access
A Case for Teacher Inquiry Groups for Exploring Language Teacher Identity Constructions in Transnational Contexts
Mariah J. Fairley
RELC Journal (2025)
Closed Access
Conceptualizing identity construction in language teacher education
Darren K. LaScotte
Modern Language Journal (2025)
Open Access
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration
Anwar Ahmed, Brian Morgan
System (2025) Vol. 131, pp. 103642-103642
Open Access
‘Splintered selves’: teachers’ online fragmented identities navigating the personal, political and professional
Steven Kolber, Keith Heggart
Teachers and Teaching (2025), pp. 1-21
Open Access
An ethnographic exploration of language policies and language teacher identity entanglements in a transnational university
Menxiang Hu, Seyyed‐Abdolhamid Mirhosseini
System (2025), pp. 103716-103716
Open Access
The relationship between EFL teachers’ professional identity and their self-esteem
Khalil Motallebzadeh, Bahman Kazemi
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1443374-1443374
Open Access | Times Cited: 27
Negotiation of emotions in emerging language teacher identity of graduate instructors
Jeongyeon Kim, Smith Hye Young
System (2020) Vol. 95, pp. 102365-102365
Closed Access | Times Cited: 23
Feedback Talk as a Means of Creating, Ratifying and Normalising an Institutionally Valued Teacher Identity
Helen Donaghue
Journal of Language Identity & Education (2020) Vol. 19, Iss. 6, pp. 395-411
Open Access | Times Cited: 22
Tensions in school context and teacher praxis in equity-oriented professional learning
Mari Haneda, Magdalena Madany-Saá, Annela Teemant, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104480-104480
Closed Access | Times Cited: 2
Teachers and Supervisors Negotiating Identities of Experience and Power in Feedback Talk
Helen Donaghue
Modern Language Journal (2020) Vol. 104, Iss. 2, pp. 401-417
Open Access | Times Cited: 18
Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group
Mariah J. Fairley
Teaching and Teacher Education (2023) Vol. 137, pp. 104398-104398
Closed Access | Times Cited: 6
Professional Survival in a Neoliberal Age : A Case Study of an EFL Teacher in China
Wendy Li, Peter I. De Costa
The Journal of AsiaTEFL (2017) Vol. 14, Iss. 2, pp. 277-291
Open Access | Times Cited: 17
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