OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 38. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Editorial Board	314
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]	104
Editorial Board	101
“My job is to unsettle folks”: Perspectives on a praxis toward racial justice	97
21st century technology and editing an international journal	94
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	80
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	72
There are many communities here: Teaching in complex rural geographies	67
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	62
Compelling cases: The complexities of a paraprofessional becoming a teacher	62
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	61
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	55
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	54
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	52
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	52
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	51
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	50
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	50
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	49
Teaching immigrant students: Finnish teachers' understandings and attitudes	49
Assessing preservice elementary teachers’ conceptual understanding of scientific literacy	49
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	48
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	46
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	46
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	46

TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	44
The aims and meaning of teaching as reflected in high-impact reviews of teaching research	43
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	43
Conflict, transition and agency: Reconceptualising the process of learning to teach	43
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	42
Teaching and AI in the postdigital age: Learning from teachers’ perspectives	42
Reflection on teaching action and student learning	41
The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition	41
Relationships and tensions between the curricular program and the lived curriculum. A narrative research	41
Beyond awareness: Social justice agents and preservice teacher possible selves	41
Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts	39
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency	39
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators	39
Attitudes toward Direct Instruction in Western Australian primary and secondary schools	38