OOIR: Observatory of International Research

Papers

(The TQCC of European 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
Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany	592
COVID-19 and teacher education: a literature review of online teaching and learning practices	496
Preparing educators for the time of COVID … and beyond	208
Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic	207
Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities	184
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands	156
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online	138
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis	129
‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?	82
Digital competences for teacher professional development. Systematic review	79
The COVID-19 pandemic and its effects on teacher education	73
Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis	61
Reconceptualising relatedness in education in ‘Distanced’ Times	43
Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century	43
Preparing teachers to teach in complex settings: opportunities for professional learning and development	39
Connecting research and professionalism in teacher education	38
Defining teaching quality around the world	38
Teaching standards, globalisation, and conceptions of teacher professionalism	37
Professionalism and teacher education in Australia and England	30
Novice teachers in a changing reality	26
Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study	25
Professionalism in teaching and the role of teacher education	23
Covidentity: examining transitions in teacher identity construction from personal to online classes	22
Teacher training and learning to teach: an analysis of tasks in the practicum	21
Pre-service teacher research: a way to future-proof teachers?	18

Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?	16
Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: a comparative analysis	16
Migrant teachers and the negotiation of a (new) teaching identity	15
Exploring teacher quality: international perspectives	15
High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility	15
Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety	15
Gender in initial teacher education: entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling	14
Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change	14
The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase	13
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	13
Assessing student teachers’ agency and using it for predicting commitment to teaching	13
Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands	13
Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation	12
Professional agency and its features in supporting teachers’ learning during an in-service education programme	12
Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility	12
Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education	12
Too many constraints: five first-year EFL teachers’ professional identity construction	12
Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study	11
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity	11
Case-based teacher education preparing for diagnostic judgement	11
Supporting student-teachers in the multicultural classroom	10
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada	10
Contribution of formative assessment for developing teaching competences in teacher education	10
Teacher education, teacher professionalism and research: international trends, future directions	10
Three professional ideals: where should teacher preparation go next?	10
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis	9
Experienced teachers’ identity based on their I-positions: an analysis in the catalan context	9
Finnish teacher educators’ preferences for their professional development – quantitative exploration	9
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time	9
Teachers’ academic achievement: evidence from Swedish longitudinal register data	9
From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019	9
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions	9
International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed	9
Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective	8
Towards a better understanding of psychological needs of student teachers during field experiences	8
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation	8
Teaching quality, social mobility and ‘opportunity’ in England: the case of the teaching and leadership innovation fund	8
ICT integration in teachers’ lesson plans: a scoping review of empirical studies	7
Teacher collaboration and students’ digital competence - evidence from the SELFIE tool	7
Attracting prospective STEM teachers using realistic job previews: a mixed methods study	7
Displaced academics: intended and unintended consequences of the changing landscape of teacher education	7
Teachers’ digital competence for global teacher education	7
Promoting practical wisdom in teacher education: a qualitative descriptive study	7
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring	7
Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning	7
Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence	7
Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work	7