European Journal of Teacher Education

Papers
(The H4-Index of European Journal of Teacher Education is 15. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
Team teachers’ emotions and their antecedents in the classroom70
Authentic assessment as a support for student teachers’ reflection30
Orientation framework of primary school teachers teaching mathematics out-of-field– insights into a qualitative-reconstructive documentary method study29
Exploring the knowledge structure of coping strategies in teacher education research using bibliometric analysis29
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university28
A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching25
Investigating the difficulty level of aspects of teaching during field placement: from coursework to practice25
Mindfulness for in-service and preservice teachers: an empirical map of the discourse from 2000 to 202023
Education is not the problem, but part of the solution19
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions19
Narrating Stories about Research Units in Israeli Teacher Education Colleges18
Holistic teacher education: emphasising relationships, pedagogies and environments16
‘I am struggling to survive’: financial inequity in postgraduate teacher education in England15
Wellbeing and the arts in Irish primary teacher education: aligned or apart? A policy and self-study perspective15
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case15
Teaching and learning in teacher education: agency, reflection and identity15
Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England15
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