Petra Ponte

1.1k total citations
46 papers, 651 citations indexed

About

Petra Ponte is a scholar working on Education, Human Factors and Ergonomics and Developmental and Educational Psychology. According to data from OpenAlex, Petra Ponte has authored 46 papers receiving a total of 651 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 8 papers in Human Factors and Ergonomics and 8 papers in Developmental and Educational Psychology. Recurrent topics in Petra Ponte's work include Teacher Education and Leadership Studies (18 papers), Innovative Education and Learning Practices (8 papers) and Educational and Psychological Assessments (7 papers). Petra Ponte is often cited by papers focused on Teacher Education and Leadership Studies (18 papers), Innovative Education and Learning Practices (8 papers) and Educational and Psychological Assessments (7 papers). Petra Ponte collaborates with scholars based in Netherlands, Australia and Sweden. Petra Ponte's co-authors include Theo Wubbels, Douwe Beijaard, Nico Verloop, Piet‐Hein van de Ven, Mieke Lunenberg, Karin Rönnerman, Ian Hardy, Christine Edwards‐Groves, Niels Brouwer and Ben H.J. Smit and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Teachers and Teaching.

In The Last Decade

Petra Ponte

41 papers receiving 565 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Petra Ponte Netherlands 15 556 137 130 115 71 46 651
Karin Rönnerman Sweden 17 645 1.2× 162 1.2× 192 1.5× 92 0.8× 90 1.3× 59 752
Katriina Maaranen Finland 18 736 1.3× 104 0.8× 65 0.5× 174 1.5× 70 1.0× 41 833
Riitta Jyrhämä Finland 11 510 0.9× 67 0.5× 54 0.4× 125 1.1× 50 0.7× 28 572
Lexie Grudnoff New Zealand 14 670 1.2× 90 0.7× 60 0.5× 156 1.4× 39 0.5× 37 795
Marco Snoek Netherlands 14 545 1.0× 84 0.6× 112 0.9× 62 0.5× 38 0.5× 51 631
Virginie März Belgium 13 427 0.8× 80 0.6× 62 0.5× 107 0.9× 78 1.1× 39 523
Fiona Ell New Zealand 13 527 0.9× 77 0.6× 40 0.3× 130 1.1× 36 0.5× 37 638
Heikki Kynäslahti Finland 13 489 0.9× 81 0.6× 49 0.4× 141 1.2× 50 0.7× 36 602
Linda Hammersley‐Fletcher United Kingdom 13 559 1.0× 88 0.6× 44 0.3× 51 0.4× 43 0.6× 34 661
Mark Boylan United Kingdom 13 467 0.8× 90 0.7× 60 0.5× 109 0.9× 73 1.0× 39 601

Countries citing papers authored by Petra Ponte

Since Specialization
Citations

This map shows the geographic impact of Petra Ponte's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Petra Ponte with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Petra Ponte more than expected).

Fields of papers citing papers by Petra Ponte

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Petra Ponte. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Petra Ponte. The network helps show where Petra Ponte may publish in the future.

Co-authorship network of co-authors of Petra Ponte

This figure shows the co-authorship network connecting the top 25 collaborators of Petra Ponte. A scholar is included among the top collaborators of Petra Ponte based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Petra Ponte. Petra Ponte is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Ponte, Petra & Ben H.J. Smit. (2013). Education for All as praxis: consequences for the profession. Professional Development in Education. 39(4). 455–469. 8 indexed citations
2.
Ponte, Petra, et al.. (2013). Ways in which teachers express what they consider to be in their pupils’ best interest. Professional Development in Education. 39(4). 574–595. 3 indexed citations
3.
Bristol, Laurette & Petra Ponte. (2013). ‘Muddying the space’: social justice, action research and professional learning. Professional Development in Education. 39(4). 513–530. 5 indexed citations
4.
Groundwater‐Smith, Susan, et al.. (2012). Facilitating Practitioner Research: Developing Transformational Partnerships. NOVA (University of Newcastle Australia). 35 indexed citations
5.
Ponte, Petra, et al.. (2011). Omgaan met diversiteit in een reguliere schoolklas in het licht van sociale rechtvaardigheid. 50(4). 147–159. 1 indexed citations
6.
Edwards‐Groves, Christine, et al.. (2010). Relational architectures: recovering solidarity and agency as living practices in education. Pedagogy Culture and Society. 18(1). 43–54. 51 indexed citations
7.
Smit, Ben H.J., et al.. (2010). Pupils and teachers as co-researchers : conditions for equal voices.. 1 indexed citations
8.
Ponte, Petra, et al.. (2010). Moral issues in educational praxis: a perspective from pedagogiek and didactiek as human sciences in continental Europe. Pedagogy Culture and Society. 18(1). 29–42. 16 indexed citations
9.
Ponte, Petra, et al.. (2010). Developing a descriptive framework for comprehending the inherent moral significance of teaching. Pedagogy Culture and Society. 18(3). 331–352. 3 indexed citations
10.
Ponte, Petra & Karin Rönnerman. (2009). Pedagogy as human science, bildung and action research: Swedish and Dutch reflections. Educational Action Research. 17(1). 155–167. 9 indexed citations
11.
Ponte, Petra. (2009). Gedrag en onderzoek in de educatieve praxis: plaatsbepaling. Data Archiving and Networked Services (DANS). 1 indexed citations
12.
Ponte, Petra, et al.. (2008). Action research in the curricula of Dutch teacher education programmes.. 16(1). 21–31. 3 indexed citations
13.
Ponte, Petra, et al.. (2008). Actieonderzoek in de initiële lerarenopleiding:een verkenning. UvA-DARE (University of Amsterdam). 29(1). 21–30.
14.
Ponte, Petra, et al.. (2007). Wederzijds leren door ervaren docenten en hun opleiders in een masteropleiding. 28(2). 22–31.
15.
Ponte, Petra, et al.. (2007). Reciprocal learning by experienced teachers and their educators on a master's degree programme in The Netherlands. Journal of In-service Education. 33(1). 67–90. 8 indexed citations
16.
Wahlstrom, Kyla & Petra Ponte. (2005). Examining teachers' beliefs through action research: guidance and counseling/pastoral care reflected in the cross-cultural mirror. Educational Action Research. 13(4). 543–562. 1 indexed citations
17.
Wahlstrom, Kyla & Petra Ponte. (2005). Examining teachers' beliefs through action research: guidance and counseling/pastoral care reflected in the cross-cultural mirror. Educational Action Research. 13(4). 543–562. 4 indexed citations
18.
Ponte, Petra, et al.. (2002). De ontwikkeling van professionele kennis via actieonderzoek door docenten en de begeleiding daarvan door opleiders. SHILAP Revista de lepidopterología. 79(4). 322–338.
19.
Ponte, Petra. (2002). How teachers become action researchers and how teacher educators become their facilitators. Educational Action Research. 10(3). 399–422. 60 indexed citations
20.
Ponte, Petra, et al.. (2000). Action Research as an educational strategy in post-initial teacher training: an example. Data Archiving and Networked Services (DANS). 143–155. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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