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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.

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Showing 1-25 of 30 citing articles:

Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado
Gustavo González‐Calvo, Raúl A. Barba-Martí­n, Daniel Bores‐García, et al.
International and Multidisciplinary Journal of Social Sciences (2020) Vol. 9, Iss. 2, pp. 152-177
Open Access | Times Cited: 75
Everyday life and everyday learning: the ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity
Amélia Lopes, Fátima Pereira
European Journal of Teacher Education (2011) Vol. 35, Iss. 1, pp. 17-38
Closed Access | Times Cited: 57
The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields
Amélia Lopes, Pete Boyd, Nicola Andrew, et al.
Higher Education (2013) Vol. 68, Iss. 2, pp. 167-183
Closed Access | Times Cited: 42
‘I feel, therefore I am’: unpacking preservice physical education teachers’ emotions
Gustavo González‐Calvo, Valeria Varea, Lucio Martínez Álvarez
Sport Education and Society (2019) Vol. 25, Iss. 5, pp. 543-555
Open Access | Times Cited: 24
Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests
Liu Rensijing, Hongbiao Yin
ECNU Review of Education (2022) Vol. 6, Iss. 1, pp. 57-83
Open Access | Times Cited: 13
POST-BOLOGNA POLICIES FOR TEACHER EDUCATION IN PORTUGAL: TENSIONS IN BUILDING PROFESSIONAL IDENTITIES
Carlinda Leite, Preciosa Fernandes, Fátima Sousa-Pereira
Profesorado Revista de Currículum y Formación del Profesorado (2017) Vol. 21, Iss. 1, pp. 181-201
Open Access | Times Cited: 23
A Formação Inicial de Professores em Portugal Decorrente do Processo de Bolonha: Uma Análise a Partir do “Olhar” de Professores e de Estudantes
Ana Mouraz, Carlinda Leite, Preciosa Fernandes
Revista Portuguesa de Pedagogia (2014), pp. 189-209
Open Access | Times Cited: 14
Rethinking Teacher Education for the 21st Century

(2019)
Open Access | Times Cited: 14
Los Diarios Corporales Docentes como Instrumentos de Reflexión y de Evaluación Formativa en el Prácticum de Formación Inicial del Profesorado
Gustavo González‐Calvo, Lucio Martínez Álvarez
Estudios pedagógicos (2018) Vol. 44, Iss. 2, pp. 185-204
Open Access | Times Cited: 14
Teacher professionalism towards transformative education: insights from a literature review
Amélia Lopes, Maria Assunção Folque, Margarida Marta, et al.
Professional Development in Education (2023) Vol. 50, Iss. 5, pp. 832-846
Closed Access | Times Cited: 4
Historias de vida de maestros y maestras. La interminable construcción de las identidades: vida personal, trabajo y desarrollo profesional
Analía E. Leite Méndez
(2011)
Closed Access | Times Cited: 12
Early years educators in baby rooms: an exploratory study on professional identities
Bárbara Tadeu, Amélia Lopes
Early Years Journal of International Research and Development (2021) Vol. 43, Iss. 1, pp. 46-61
Closed Access | Times Cited: 9
Joy, pride, and shame: on working in the affective economy of edu-business
Malin Ideland, Margareta Serder
British Journal of Sociology of Education (2023) Vol. 44, Iss. 5, pp. 860-878
Open Access | Times Cited: 3
The life–course formation of teachers’ profession. How emotions affect VET teachers’ social identity.
Michalis Christodoulou, Christina Bousia, Pandelis Kiprianos
Revista de Sociología de la Educación-RASE (2018) Vol. 11, Iss. 2, pp. 280-296
Open Access | Times Cited: 6
Rethinking Teacher Education for the 21st Century

Verlag Barbara Budrich eBooks (2019)
Open Access | Times Cited: 6
Saberes e identidades profissionais em formação de professores com mais de 50 anos em novas tecnologias digitais
Fátima Pereira, Amélia Lopes, Leanete Thomas Dotta
Revista Portuguesa de Educação (2022) Vol. 35, Iss. 1, pp. 449-470
Open Access | Times Cited: 4
A Formação Inicial de Professores em Angola: percepções de Professores do ISCED de Cabinda e do Huambo
Helena Canhici, Carlinda Leite, Preciosa Fernandes
EDUCA - Revista Multidisciplinar em Educação (2019) Vol. 6, Iss. 14, pp. 37-37
Open Access | Times Cited: 5
Para uma identidade dialética e comunicacional em Enfermagem
Amélia Lopes
Revista da Escola de Enfermagem da USP (2013) Vol. 47, Iss. 3, pp. 525-526
Open Access | Times Cited: 2
Precisamos de cuidar de quem cuida:
Bárbara Tadeu, Amélia Lopes
Educação Sociedade & Culturas (2024), Iss. 68
Open Access
Bahraini School English Language Teachers’ Beliefs and Professionalism under New Educational Reforms in Bahrain: An Interpretive Perspective
Mohamed Hasan
International Journal of Bilingual & Multilingual Teachers of English (2015) Vol. 03, Iss. 01, pp. 35-46
Open Access | Times Cited: 1
As configurações identitárias dos educadores de infância do setor público e do setor privado na primeira década do séc. XXI
Margarida Marta, Amélia Lopes
Revista Lusófona de Educação (2012) Vol. 22, Iss. 22, pp. 159-175
Closed Access | Times Cited: 1
Policy Mediated through Subject Matter Contexts: Antecedents of Subject-Bound Differences in Teachers’ Perceptions of Collaboration across Subjects
Eyvind Elstad, Eli Lejonberg, Knut‐Andreas Christophersen
International Journal of Learning Teaching and Educational Research (2019) Vol. 18, Iss. 4, pp. 1-16
Open Access | Times Cited: 1
Non-Academic Constructs of Thai and Filipino 21st Century Teachers in the Thai Movie “Teacher’s Diary”
Aljon Delmo Galang
OKARA Jurnal Bahasa dan Sastra (2020) Vol. 14, Iss. 2, pp. 190-190
Open Access | Times Cited: 1
Teacher professional learning in the Maldivian context:Working with congruencies for teacher identity as a socio-cultural identity
Aminath Shiyama
PRACTICE (2021), pp. 1-19
Closed Access | Times Cited: 1
The Life History of a College Nursing Professor: Building a Professional Identity
Pedro Canto-Herrera, Mario A. TejadaLoria, Juanita Rodríguez-Pech
Literacy Information and Computer Education Journal (2014) Vol. 5, Iss. 1, pp. 1433-1438
Open Access
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