OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Teacher Education is 6. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Educating teachers for diversity – a Herculean task?	46
Who are university-based teacher educators? Voices from China	36
Investigating preservice mathematics teachers’ formative assessment strategies across mathematical competency demands	35
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	33
‘I view teaching differently’: identity development of university teachers doing professional doctorates	27
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	25
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	24
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	23
Who do they think they are? Professional identity of Chinese university-based teacher educators	21
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	21
Research on relevant and diverse issues in teacher education	21
‘But that is also not quite right’: social justice from the lenses of prospective teachers	20
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	19
University supervisors’ conversation strategies for triadic supervision in teacher education	19
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities	19
Exploring the impact of an online learning community to support student teachers on school placement	18
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	18
Teacher educators’ diversity-responsive practices: instrument development for quantitative assessment	17
What does it mean to be(come) a professional bilingual education teacher?	16
Making individual teacher educator professional agency visible: findings from the teacher educator living library	16
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects	16
Newly qualified teachers as a resource in school in a micropolitical perspective	16
Unveiling awareness gaps: pre-service teachers and responsible consumption in Spain	15
Becoming and being a TESOL teacher educator: research and practice	15
Evaluation of an educational intervention programme on education for sustainable development in the physical education teacher training	14

How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	14
Policy influences and dilemmas in senior teacher educators’ enacted professionalism	14
‘Reflecting on every move’: the role of video in simulation-based learning for teacher Education	14
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	13
Tensions experienced by second-career student teachers at the start of their training programme	13
Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	12
Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices	12
Globalisation and teacher education in the BRICS countries:The positioning of research and practice in comparative perspective	12
Stewardship, scholarship and responsibility: the work of teacher educators	12
Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments	11
It is our responsibility to teach (the teachers) - and improve education	11
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	11
Competencies of music teachers in primary schools in Catalonia: an exploratory study	10
Relationship between science teachers’ teaching motivations and career development aspirations	10
Exploring the role of online peer observation in the construction process of language teacher online identity	10
What is the perception of the bullying training provided to pre-service Physical Education teachers?	9
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	9
Enhancing student teachers’ perceived pedagogical competence and motivation: the role of learning methods in blended ECE teacher education	9
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators	9
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	9
Motivation and professional development needs of foreign language teacher educators	9
Unravelling early childhood education students’ motivation and commitment to the teaching profession: a longitudinal narrative case study	9
Training pre-service teachers to enhanced digital education	9
The discursive positioning of teacher education in the Flemish teacher shortages policy debate: praise, blame, tensions, and contradictions	8
Job demands and resources as Predictors of well-being in Portuguese teachers	8
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion	8
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	8
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	8
Preparing pre-service teachers to embrace research-informed teaching practice: a cross-national study of teacher educators’ capabilities	8
Predicting profiles of early-career teachers’ readiness for online teaching in primary and secondary Education	8
Teachers’ shortage and initial teacher education reforms in Italy: an overview	8
Examining the difficulties and support during an inquiry-based practicum: pre-service teachers and school mentors’ experiences	8
Pre-service teachers’ attitudes toward gameful practices – a systematic review	8
Becoming and being language teacher educators: a collaborative reflexive account	8
Mentors as agents of policy learning: (Im)possible mission? The case of a national policy implementation in teacher education	7
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection	7
What do future Spanish primary education teachers know about physical maps?	7
Why micro-teaching falls short in pre-service teacher education: a conversation analytic comparison of designed and actual troubles in teaching practices	7
Reflective thinking among Finnish pre-service teachers and its relation to metacognitive awareness	7
To teach or not to teach? Preferences for working conditions and the alternative career opportunities of pre-service teachers	7
Why teacher education matters even more	7
Co-creating physical education teacher education: An autoethnographic study of collaborative development, teaching, and research with students	7
Mobility of novice teachers	7
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	6
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions	6
Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine	6
Developing preservice teachers’ school-organisational competence: insights from primary teacher education programmes in the Netherlands and Belgium	6
Student teachers’ reactions to formative teacher and peer feedback	6
Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs	6
How to keep teachers in a profession in times of budget shortages?	6

Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe