OOIR: Observatory of International Research

Papers

(The median citation count of European Journal of Teacher Education is 2. 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 2021-08-01 to 2025-08-01.)

Article	Citations
‘I view teaching differently’: identity development of university teachers doing professional doctorates	37
Who do they think they are? Professional identity of Chinese university-based teacher educators	30
Educating teachers for diversity – a Herculean task?	27
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	27
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	26
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	23
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	23
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	20
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	18
‘But that is also not quite right’: social justice from the lenses of prospective teachers	18
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	16
University supervisors’ conversation strategies for triadic supervision in teacher education	15
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities	15
Research on relevant and diverse issues in teacher education	15
The winding road of student teaching: addressing uncertainty with core reflection	15
Exploring the impact of an online learning community to support student teachers on school placement	14
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects	13
Newly qualified teachers as a resource in school in a micropolitical perspective	13
Investigating the education of preservice teachers for inclusive education: meta-ethnography	11
What does it mean to be(come) a professional bilingual education teacher?	11
Becoming and being a TESOL teacher educator: research and practice	10
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	10
Finding the balance between personal and political	10
Unveiling awareness gaps: pre-service teachers and responsible consumption in Spain	9
Tensions experienced by second-career student teachers at the start of their training programme	9

‘Reflecting on every move’: the role of video in simulation-based learning for teacher Education	9
Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices	9
Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	9
How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	8
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	8
Assessment conceptions of Finnish pre-service teachers	8
Teacher identity as inquirer: voices of teacher educators	8
It is our responsibility to teach (the teachers) - and improve education	7
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	7
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators	7
Relationship between science teachers’ teaching motivations and career development aspirations	7
Preparing pre-service teachers to embrace research-informed teaching practice: a cross-national study of teacher educators’ capabilities	7
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	7
Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments	7
Globalisation and teacher education in the BRICS countries:The positioning of research and practice in comparative perspective	7
Job demands and resources as predictors of well-being in portuguese teachers	7
Training pre-service teachers to enhanced digital education	6
The discursive positioning of teacher education in the Flemish teacher shortages policy debate: praise, blame, tensions, and contradictions	6
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion	6
Pre-service teachers’ attitudes toward gameful practices – a systematic review	6
Motivation and professional development needs of foreign language teacher educators	6
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	6
Becoming and being language teacher educators: a collaborative reflexive account	5
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	5
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	5
Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs	5
Assessment for Learning: Developing the required teacher competencies	5
Why teacher education matters even more	5
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	5
Examining the difficulties and support during an inquiry-based practicum: pre-service teachers and school mentors’ experiences	5
How to keep teachers in a profession in times of budget shortages?	5
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions	5
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection	5
Teachers’ shortage and initial teacher education reforms in Italy: an overview	5
Co-creating physical education teacher education: An autoethnographic study of collaborative development, teaching, and research with students	5
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	5
Mobility of novice teachers	5
Research on teacher education: mirror and compass	5
Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine	4
Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners	4
Exploring variations in teacher education	4
Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme	4
Student teachers’ reactions to formative teacher and peer feedback	4
Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers	4
Latent profiles of student teachers’ intra- and interindividual emotion regulation strategies and their links with grit	4
Agency in negotiating partnerships in initial teacher education: shifting sands	4
The longing to just be – a belonging body in teacher education	4
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe	4
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs	4
Implementation models for teacher peer feedback: A systematic review	4

Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community	4
From ‘sojourning’ to standards: a critical reflection on the evolution of initial teacher education policy in Ireland	3
The intricate relationship between person, society and policy in education	3
Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study	3
Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers	3
Digital social story preparation skills: impact of an online course on special education teacher candidates	3
Exploring the knowledge structure of coping strategies in teacher education research using bibliometric analysis	3
The production of a child in conflict in teacher education – research on available storylines	3
Higher education-based teacher educators’ researcherly disposition: An international perspective	3
Pre-service teachers’ teaching challenges and the transformative learning opportunities during teaching practice in Indonesian remote areas	3
Teacher education: student teachers’ ethics-related experiences from their placements in Uganda	3
Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions	3
Promoting socio-emotional learning competencies in teacher education through online clinical simulations	3
Pre-service teachers co-constructing narratives about the future of education	3
Practicum experience: the role of practicum demands and resources in first and second career preservice teachers	3
Investigating the difficulty level of aspects of teaching during field placement: from coursework to practice	3
Holistic teacher education: emphasising relationships, pedagogies and environments	3
The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction’	3
Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning	3
Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments	3
Student teachers’ online sharing of challenging incidents in practice placement	3
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher Understanding Teacher Identity: The Complexities of Forming an Identity as Professional T	3
Does the duration of professional development programs influence effects on instruction? An analysis of 174 lessons during a national-scale program	3
An online practicum for teacher education students: emergent listening and seeing for quality praxis	3
‘I am struggling to survive’: financial inequity in postgraduate teacher education in England	3
High-quality practicum – according to teacher education students on their practicum at partnership schools	3
Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education	3
Project-based learning as signature pedagogy for developing teacher professionalism in teacher education	3
Developing student teachers’ critical awareness of information and communications technology in primary teacher education	2
Teaching with the algorithm: anticipations of AI in teacher education	2
Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions	2
Profiles of teachers’ assessment techniques and their students’ involvement in assessment	2
Authentic assessment as a support for student teachers’ reflection	2
Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers	2
What’s in it for me: mentors’ perspectives on their role in language teacher education in the Czech context	2
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development	2
Examining how generative AI tools benefit and challenge teachers’ research-informed practice	2
The Impact of an In-Service Course on Primary School English Teachers: Case studies of Change	2
Diversity-responsive teacher educators in Flanders	2
Building teacher knowledge and identity– career changers´ transition into teaching through a short teacher education programme	2
Pre-service teachers’ skills development through educational video generation	2
Development of teacher professional identity: perspectives from self-determination theory	2
Supervision of master’s theses in teacher education: Norwegian teacher educators’ views of their role and competence	2
Reimagining and remaking teacher education: priorities, practices and dilemmas	2
School culture and teaching practices for the effective student- centred learning during emergency remote teaching	2
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence	2
Antecedents of Chilean in-service science teachers’ emotions: the important role of teacher motivation towards teaching career and self-efficacy	2
Student teachers’ classroom management learning process and outcomes during the internship	2
Exploring the reliability and validity of multiple mini-interviews in admission to teacher education	2
Relocating assessment in pre-service teacher education: an emerging model from activity theory lens	2
How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education	2
Developing early career teachers’ professional digital competence: a systematic literature review	2
Teachers’ digital competence for global teacher education	2
Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles	2
Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community	2
Will we be capable? Creating and validating the AVACIE scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying	2
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions	2
Teacher and student teacher views of agency in feedback	2