Journal of Teacher Education

Papers
(The TQCC of Journal of Teacher Education is 8. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia54
Reprint: An Invitation to Support Diverse Students Through Teacher Education37
Reprint: The Problem of Teacher Education27
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?26
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery22
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations21
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study21
Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis19
Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans19
Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition17
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession15
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering15
Teacher Shortages: What Are We Short Of?14
Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum14
Curriculum Punishment in Teaching14
Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education14
Walking the Talk: Engendering a “Community of Teachers” in an Educator Preparation Program in the Southern United States13
Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach13
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education12
Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis12
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching12
Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter11
Reviewer Appreciation11
Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research11
Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?10
Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations10
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?10
The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review10
Agents, Agency, and Teacher Education10
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?10
Reprint: The Turn Once Again Toward Practice-Based Teacher Education9
Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership9
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education9
Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth9
A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities9
75 Years of Transforming Teacher Education8
Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times8
Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development8
Teacher Recruitment and Retention: Local Strategies, Global Inspiration8
Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice8
Lost in Translation in the Study of Mentoring 17 Years Later8
The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study8
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