OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Teacher Education is 7. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education	40
Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video	34
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments	34
Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018	33
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How	27
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers	23
Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic	22
Teacher Education for Sustainable Development: A Review of an Emerging Research Field	22
“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education	20
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?	20
U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege	19
Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States	18
Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy	18
Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education	17
Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons	17
Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space	17
Three Different Measures of Graduates’ Instructional Readiness and the Features of Preservice Preparation That Predict Them	16
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence	14
The Critical Need for Pause in the COVID-19 Era	14
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts	12
Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis	12
Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education	12
The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers	12
Mathematics Teachers’ Knowledge, Networks, Practice, and Change in Instructional Visions	12
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?	12

Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color	11
Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus	11
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection	11
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways	11
Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices’ Opportunities to Practice	10
Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation	10
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice	9
Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives	9
Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study	9
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education	9
A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning	9
On the Mis-Education of Teachers of Color: A Letter to Teacher Educators	8
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence	8
Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition	8
Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color	8
Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy With Teacher Candidates	8
Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools?	7
Teacher Recruitment and Retention: Local Strategies, Global Inspiration	7
Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?	7
Teacher Education’s Moment: From Solution to Challenge	7
Teacher Education and “Climate Change”: In Navigating Multiple Pandemics, Is the Field Forever Altered?	7
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial	7
Teacher Shortages: What Are We Short Of?	7