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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:

Cooperating Teacher Participation in Teacher Education
Anthony Clarke, Valerie Triggs, Wendy Nielsen
Review of Educational Research (2013) Vol. 84, Iss. 2, pp. 163-202
Closed Access | Times Cited: 453

Showing 1-25 of 453 citing articles:

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities
Paulina Sepulveda-Escobar, Astrid Morrison
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 587-607
Closed Access | Times Cited: 423
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform
Lily Orland‐Barak, Jian Wang
Journal of Teacher Education (2020) Vol. 72, Iss. 1, pp. 86-99
Closed Access | Times Cited: 200
Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring
Juanjo Mena, Paul Hennissen, John Loughran
Teaching and Teacher Education (2017) Vol. 66, pp. 47-59
Closed Access | Times Cited: 192
What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review
James V. Hoffman, Melissa Mosley Wetzel, Beth Maloch, et al.
Teaching and Teacher Education (2015) Vol. 52, pp. 99-112
Closed Access | Times Cited: 187
Teacher peer support in social network sites
Nick Kelly, Amy Antonio
Teaching and Teacher Education (2016) Vol. 56, pp. 138-149
Open Access | Times Cited: 186
Elements of a quality pre-service teacher mentor: A literature review
Neville John Ellis, Dennis Alonzo, Hoa Thi Mai Nguyen
Teaching and Teacher Education (2020) Vol. 92, pp. 103072-103072
Closed Access | Times Cited: 175
Partnership in teacher education – a research mapping
Sølvi Lillejord, Kristin Børte
European Journal of Teacher Education (2016) Vol. 39, Iss. 5, pp. 550-563
Closed Access | Times Cited: 136
Best Practice Teacher Education Programs and Australia’s Own Programs
Lawrence Ingvarson, Kate Reid, Sarah Buckley, et al.
(2014)
Closed Access | Times Cited: 99
How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Leonie Rowan, Terri Bourke, Lyra L’Estrange, et al.
Review of Educational Research (2020) Vol. 91, Iss. 1, pp. 112-158
Open Access | Times Cited: 99
Coteaching as professional development for cooperating teachers
Jennifer Gallo-Fox, Kathryn Scantlebury
Teaching and Teacher Education (2016) Vol. 60, pp. 191-202
Closed Access | Times Cited: 97
The Practicum: The Place of Experience?
Simone White, Rachel Forgasz
Springer eBooks (2016), pp. 231-266
Closed Access | Times Cited: 96
Cooperating Teacher as Model and Coach: What Leads to Student Teachers’ Perceptions of Preparedness?
Kavita Kapadia Matsko, Matthew Ronfeldt, Hillary Greene Nolan, et al.
Journal of Teacher Education (2018) Vol. 71, Iss. 1, pp. 41-62
Open Access | Times Cited: 84
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies
Sog Yee Mok, Fritz C Staub
Teaching and Teacher Education (2021) Vol. 107, pp. 103484-103484
Open Access | Times Cited: 61
Instagram as a platform for teacher collaboration and digital social support
Eric Richter, Jeffrey P. Carpenter, André Meyer, et al.
Computers & Education (2022) Vol. 190, pp. 104624-104624
Open Access | Times Cited: 41
Challenges of the supervision process in the teacher education practicum – A qualitative research review
Cato R. P. Bjørndal, Petter Mathisen, Ann‐Christine Wennergren, et al.
Teaching and Teacher Education (2024) Vol. 146, pp. 104619-104619
Open Access | Times Cited: 9
Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching
Megan Guise, Mireille Habib, Krystal Thiessen, et al.
Teaching and Teacher Education (2017) Vol. 66, pp. 370-382
Closed Access | Times Cited: 83
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance?
Matthew Ronfeldt, Stacey L. Brockman, Shanyce L. Campbell
Educational Researcher (2018) Vol. 47, Iss. 7, pp. 405-418
Closed Access | Times Cited: 81
Teacher mentoring and the reflective practitioner approach
Michelle Attard Tonna, Eva Bjerkholt, Eimear Holland
International Journal of Mentoring and Coaching in Education (2017) Vol. 6, Iss. 3, pp. 210-227
Closed Access | Times Cited: 78
Mentor teachers: Their perceived possibilities and challenges as mentor and teacher
W. Marieke Jaspers, Paulien C. Meijer, Frans J. Prins, et al.
Teaching and Teacher Education (2014) Vol. 44, pp. 106-116
Open Access | Times Cited: 69
Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes
Randi Nevins Stanulis, Lindsay Joseph Wexler, Stacey Pylman, et al.
Journal of Teacher Education (2018) Vol. 70, Iss. 5, pp. 567-580
Closed Access | Times Cited: 69
Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers
Johan Kristian Andreasen, Cato R. P. Bjørndal, Velibor Bobo Kovač
Teaching and Teacher Education (2019) Vol. 85, pp. 281-291
Open Access | Times Cited: 67
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
Christopher Neil Prilop, Kira Elena Weber, Marc Kleinknecht
Computers in Human Behavior (2019) Vol. 102, pp. 120-131
Closed Access | Times Cited: 65
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching: A field experiment
Eva S. Becker, Monika Waldis, Fritz C Staub
Teaching and Teacher Education (2019) Vol. 83, pp. 12-26
Open Access | Times Cited: 59
What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis
Sog Yee Mok, Daniela Rupp, Doris Holzberger
Educational Research Review (2023) Vol. 40, pp. 100552-100552
Open Access | Times Cited: 18
Supporting newly hired teachers of science: attaining teacher professional standards
Julie A. Luft, Shannon L. Dubois, Ryan S. Nixon, et al.
Studies in Science Education (2014) Vol. 51, Iss. 1, pp. 1-48
Closed Access | Times Cited: 54
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