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
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
Reflection on teaching action and student learning	41
The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition	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