The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
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“Furthermore, 20 studies using SR investigated noncognitive elements in teacher education contexts where teachers' non-cognitive factors, such as intrinsic motivation, are strongly associated with their professional development (Maaranen et al., 2019).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Maaranen et al., 2019
In the citing paper
“Furthermore, 20 studies using SR investigated noncognitive elements in teacher education contexts where teachers' non-cognitive factors, such as intrinsic motivation, are strongly associated with their professional development (Maaranen et al., 2019).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Maaranen et al., 2019
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Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
In search of the essence of a good teacher: towards a more holistic approach in teacher education
Korthagen, F. A. J. (2004) · Teaching and Teacher Education · doi:10.1016/j.tate.2003.10.002 · Cited by 1,766
Becoming a teacher educator: evidence from the field
Murray, J., & Male, T. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2004.12.006 · Cited by 703 · cited 2×
“…that the main concern in the beginning is ‘to survive’ and to find out what it means to be a teacher educator and to become engaged in the shift from teacher to second-order teacher (Murray and Harrison 2008; Swennen and van der Klink 2009; van Velzen et al. 2010; White 2013; Murray and Male 2005).”
BackgroundThe last 40 years in Finnish teacher education
Tirri, K. (2014) · Journal of Education for Teaching · doi:10.1080/02607476.2014.956545 · Cited by 190
Research works printed but not linked: 38
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Cited by
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Zhai, X., Chu, X., Wang, M., Tsai, C.-C., Liang, J.-C., & Spector, J. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02987-6 · Cited by 47
Metadata
- Authors
- Maaranen, K., Kynäslahti, H., Byman, R., Jyrhämä, R., & Sintonen, S.
- Venue
- European Journal of Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2019-01-21
- Volume
- 42
- Issue
- 2
- Pages
- 211-227
- ISSN
- 0261-9768
- 1469-5928
- Cited by
- 44
- References
- 4
- Language
- en
- Funders
- Opetus- ja Kulttuuriministeriö (Development Program for Teacher Education)
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
