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 2021-04-01 to 2025-04-01.)

Article	Citations
Promoting equity in civics education: Teaching marginalized students in Israel's remote areas	288
The moral identity profiles of inspiring social studies teachers	180
Assessing preservice elementary teachers’ conceptual understanding of scientific literacy	95
Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum	91
Teaching immigrant students: Finnish teachers' understandings and attitudes	86
Feedback in K-12 and higher education: Educators’ perspectives	86
Preservice teachers developing humanizing intercultural competence during field-based interactions: Opportunities and challenges	76
“Looking at myself critically" fostering Jewish and Palestinian-Israeli pre-service teachers in building a shared society through intercultural dialogue within an academic course	73
Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics	69
Editorial Board	62
Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times	61
How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education	57
Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions	55
Studying curriculum orientations in teachers’ everyday practices: A goal systems approach	54
Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing	53
The key competencies and components of teacher assessment literacy in digital environments: A scoping review	49
Analysing teachers’ figurative language to shed new light on teacher resilience	48
Editorial Board	47
Participatory research, biographical narratives and peacebuilding: An experience with teachers in Tolima, Colombia	47
The impact of mentoring on a non-native immigrant teacher’s professional development	46
Effective professional development in implementation processes – the teachers' view	46
Improving secondary school students' epistemic beliefs about physics through dialogic practical work	45
Teachers’ achievement goal orientations: A systematic review of 15 Years of published empirical research	44
Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes	43
Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” policy: A mixed-methods study	42

Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	41
A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course	41
Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?	41
Friend or foe? Learning through play and education reform in Ukraine	40
Learning to teach: Aligning pedagogy and technology in a learning design tool	40
In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics	39
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning	39
Pre-service teachers’ attitudes toward inclusive education for autistic students: Understanding the mediating role of self-efficacy and autism knowledge	39
In-service STEM teachers professional development programmes: A systematic literature review 2018–2022	38
Editorial Board	38
An empirical investigation of reasons influencing pre-service teachers acceptance and rejection of immersive virtual reality usage	38
Unmasking queer bodies to humanize teacher education: A diffractive collaborative autohistoria-teoria	38
‘Bullying is bullying, if they want to say it's because of being LGBT that's another story’: Perceptions of educators on LGBTQ+ bullying.	37
Editorial Board	37