OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 40. 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 2022-08-01 to 2026-08-01.)

Article	Citations
21st century technology and editing an international journal	210
Editorial Board	194
Towards program coherence in secondary teacher education: A leadership perspective	177
Connecting with families: Online and on-campus teachers candidates views of equity-focused family engagement	92
Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene	86
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms	83
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	83
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]	80
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	77
Compelling cases: The complexities of a paraprofessional becoming a teacher	77
Editorial Board	75
How conception of students’ intelligence, need satisfaction and frustration relate to teaching practices and self-efficacy in special education teachers	74
There are many communities here: Teaching in complex rural geographies	73
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	72
How are Chinese primary teachers currently using evaluative language in school? Perspectives from teachers and students	71
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	71
When teachers miss the signs: Investigating influences on alignment with Children's anxiety self-ratings	67
Mapping the evolution of teacher agency research: A bibliometric review	61
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	56
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	56
Chain mentoring among STEM lead teachers in urban secondary schools in the mid-southern United States	55
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	54
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	54
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	53
Critical digital literacy for teachers: Evaluating pedagogical models, support systems, and policy implications in a hybrid learning era	52

A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	52
Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025	51
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	49
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	49
Beyond borders: Virtual Global Engagement in teacher education	49
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	48
Teacher identity in international programs: Perspectives from Vietnam within Confucian heritage cultures	46
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	46
AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching	45
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	44
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	43
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	42
Affirming our identities: Teaching with diverse children’s literature	42
Analyzing teacher–AI interaction patterns across teacher experience and AI proficiency in student-centered lesson design	42
Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers	41
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	40
Integrating video analysis to enhance collaborative reflection in lesson study	40