OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Teacher Education is 4. 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.)

Article	Citations
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	81
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	29
Who do they think they are? Professional identity of Chinese university-based teacher educators	29
‘I view teaching differently’: identity development of university teachers doing professional doctorates	28
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	26
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	23
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	20
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	19
‘But that is also not quite right’: social justice from the lenses of prospective teachers	19
The winding road of student teaching: addressing uncertainty with core reflection	18
Exploring the impact of an online learning community to support student teachers on school placement	17
Teaching quality in Colombia: analysing twenty years of awarding a national best-teacher prize	17
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities	16
University supervisors’ conversation strategies for triadic supervision in teacher education	15
Research on relevant and diverse issues in teacher education	15
Investigating the education of preservice teachers for inclusive education: meta-ethnography	13
Contribution of formative assessment for developing teaching competences in teacher education	13
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects	13
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	13
What does it mean to be(come) a professional bilingual education teacher?	13
Newly qualified teachers as a resource in school in a micropolitical perspective	12
Finding the balance between personal and political	11
How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	11
Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	10
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	10

Becoming and being a TESOL teacher educator: research and practice	10
Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices	9
Assessment conceptions of Finnish pre-service teachers	9
Tensions experienced by second-career student teachers at the start of their training programme	9
It is our responsibility to teach (the teachers) - and improve education	8
Relationship between science teachers’ teaching motivations and career development aspirations	8
Teacher identity as inquirer: voices of teacher educators	8
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	8
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	7
Training pre-service teachers to enhanced digital education	7
Motivation and professional development needs of foreign language teacher educators	7
Job demands and resources as predictors of well-being in portuguese teachers	7
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	7
Teachers’ shortage and initial teacher education reforms in Italy: an overview	6
Defining teaching quality around the world	6
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	6
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion	6
The discursive positioning of teacher education in the Flemish teacher shortages policy debate: praise, blame, tensions, and contradictions	6
In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’	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	6
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	6
Why teacher education matters even more	5
Assessment for Learning: Developing the required teacher competencies	5
Student teachers’ reactions to formative teacher and peer feedback	5
Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs	5
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	5
Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine	5
Mobility of novice teachers	5
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection	5
How to keep teachers in a profession in times of budget shortages?	5
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	5
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions	4
Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners	4
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe	4
Teacher collaboration and students’ digital competence - evidence from the SELFIE tool	4
Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers	4
Research on teacher education: mirror and compass	4
The longing to just be – a belonging body in teacher education	4
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs	4