OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 37. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Editorial Board	127
Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708]	122
Editorial Board	102
21st century technology and editing an international journal	93
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	89
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	86
There are many communities here: Teaching in complex rural geographies	64
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	62
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	62
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	61
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	61
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	60
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	58
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	57
Beyond borders: Virtual Global Engagement in teacher education	53
Teaching immigrant students: Finnish teachers' understandings and attitudes	52
Compelling cases: The complexities of a paraprofessional becoming a teacher	52
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	52
Towards program coherence in secondary teacher education: A leadership perspective	51
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	51
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	50
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	50
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	49
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	48
Conflict, transition and agency: Reconceptualising the process of learning to teach	46

Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	45
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	43
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	42
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	42
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	41
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	40
Child case studies: Leading the way to inclusion	38
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	38
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy	38
Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning	37
“Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK	37
Beyond awareness: Social justice agents and preservice teacher possible selves	37