Teaching and Teacher Education

Article	Citations
Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit	155
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students	112
Teacher burnout explained: Teacher-, student-, and organisation-level variables	93
How and why are educators using Instagram?	90
Elements of a quality pre-service teacher mentor: A literature review	81
A new framework for teachers’ professional development	77
Self-determination theory in physical education: A systematic review of qualitative studies	72
Do teachers’ years of experience make a difference in the quality of teaching?	69
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)	65
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19	64
Digital learning in schools: What does it take beyond digital technology?	64
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout	57
Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem, well-being, and school engagement	54
Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis	51
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review	50
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education	50
An emotion focused approach in predicting teacher burnout and job satisfaction	48
Measuring teacher motivation: The missing link between professional development and practice	45
The role of motivations and perceptions on the retention of inservice teachers	45
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms	44
Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective	43
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education	39
Understanding teacher technology integration from expectancy-value perspectives	38
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	38
The impact of an online stress intervention on burnout and teacher efficacy	37

Partnerships as third spaces for professional practice in initial teacher education: A scoping review	36
Teacher educators’ task perception and its relationship to professional identity and teaching practice	36
Teacher coping profiles in relation to teacher well-being: A mixed method approach	35
What should teacher educators know about technology? Perspectives and self-assessments	35
Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing	34
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration	33
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?	33
Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?	32
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds	31
Teachers’ professional development in formal online communities: A scoping review	31
Impact of Children’s math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development	30
Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice	30
Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue	30
Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change	29
Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement	29
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices	29
Social and emotional learning in teacher preparation: Pre-service teacher well-being	28
The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice t	28
Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England	28
A brief mindfulness-based intervention (bMBI) to reduce teacher stress and burnout	28
Being pushed out of the career: Former teachers' reasons for leaving the profession	27
Measuring the use of inclusive practices among pre-service educators: A multi-national study	27
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence	27
Early career teacher retention intention: Individual, school and country characteristics	26
Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last	26
Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences	26
‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development	26
Teachers’ perceptions of emotional display rules in schools: A systematic review	25
Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning	25
An international perspective on teacher self-efficacy: Personal, structural and environmental factors	25
Can teachers implement a student-centered dialogical argumentation method across the curriculum?	24
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions	24
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course	24
Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students	24
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies	24
The sustainability and unsustainability of teachers’ and leaders’well-being	24
When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks	23
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition	23
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland	22
Teacher well-being: Voices in the field	22
Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?	22
Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality	22
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being	22
How does learners’ behavior attract preservice teachers’ attention during teaching?	22
Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being	22
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms	21
Young People’s health-related learning through social media: What do teachers need to know?	21
Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus	21
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis	21
Teachers activating learners: The effects of a student-centred feedback approach on writing achievement	21

The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research	21
Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects	20
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education	20
“Data is [G]od”: The influence of cumulative policy reforms on teachers’ knowledge in an urban middle school in the United States	20
The past and future technology in classroom management and school discipline: A systematic review	20
How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves	20
Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes	20
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes	20
Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures	20
The interplay of five elements of influence on educators’ PLN actions	20
Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK	20
The teachers’ lounge and the debate hall: Anonymous self-directed learning in two teaching-related subreddits	19
Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco	19
Teaching students with Autism Spectrum Disorders: What are the needs of educational professionals?	19
A virtual coaching model of professional development to increase teachers' digital learning competencies	19
Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction	19
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment	19
Chinese preschool teachers’ emotional labor and regulation strategies	19
Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange	19
Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program	19
From perceived discrepancies to intentional efforts: Understanding English department teachers’ agency in classroom instruction in a changing curricular landscape	19
Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness	19
Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment	19
Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?	19
Person-organization fit and first-year teacher retention in the United States	18
Conceptualizing the work of facilitating practice-embedded teacher learning	18
Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements	18
Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis	18
A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course	18
How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation	18
The forgotten role of teachers in students’ educational aspirations. School composition effects and the buffering capacity of teachers’ expectations culture	18
Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect	18
Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel	18
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands	18
Linking school organizational characteristics and teacher retention: Evidence from repeated cross-sectional national data	18
A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey	18
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction	18
Towards a coordinated vision of ICT in education: A comparative analysis of Preschool and Primary Education teachers’ and parents’ perceptions	18
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	18
Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore	17
Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum	17
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands	17
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom	17
Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data	17
Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change	17
Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos	17
An international comparative study of practicum mentors: Learning about ourselves by learning about others	17
Teachers’ technology use for teaching: Comparing two explanatory mechanisms	17
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward	17
The McDonaldization of CAEP accreditation and teacher education programs abroad	16
Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice	16
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators	16
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction	16
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis	16
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators	16
Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools	16
Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education	16
Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language	16
Patterns and progression of emotion experiences and regulation in the classroom	16
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers	15
Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case	15
Changes over time in the professional identity tensions of Dutch early-career teachers	15
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption	15
Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers	15
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies	15
Teacher well-being in the classroom: A micro-longitudinal study	15
Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition	15
The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons	15
Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being	15
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest	15
Attitudes of teachers in Bulgarian kindergartens towards inclusive education	15
Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation	14
Teacher preparation for social justice: A synthesis of the literature, 1999–2019	14
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia	14
Special development: The nature, content, and structure of special education teachers’ professional learning opportunities	14
Walking on a tightrope: Agency and accountability in practitioner inquiry in New Zealand secondary schools	14
Connecting teacher collaboration to inclusive practices using a social network approach	14
Tools for the school-based mentoring of pre-service teachers: A scoping review	14
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	14
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements	14

Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective	14
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers	14
Teacher collaboration networks as a function of type of collaboration and schools’ structural environment	13
Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app	13
Toward a critical posthuman understanding of teacher development and practice: A multi-case study of beginning teachers	13
Shifting to student-centered learning: Influences of teaching a summer service learning program	13
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital	13
Legitimising teacher identity: Investment and agency from an ecological perspective	13
Achievement of learners receiving UDL instruction: A meta-analysis	13
“Doing authentic research” with artifacts to facilitate teacher learning across multiple communities	13
Examining the influence of van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes	13
Exploring Factors associated with the implementation of student-centered instructional practices in U.S. classrooms	13
Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia	13
Testing the model of double stimulation in a Change Laboratory	13
Integrating the discourse on teachers and design: An analysis of ten years of scholarship	13
Fostering aspects of pre-service teachers’ data literacy: Results of a randomized controlled trial	13
Teaching in the periphery: Teacher identity in community language schools	13
Comparison of teachers in France and in Quebec working with autistic students: Self-efficacy, stress, social support, coping, and burnout	13
On legal literacy and mobilization of students’ rights from a disempowered professional status: The case of Israeli teachers	12
A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools	12
Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?	12
Preservice teacher professional commitment: A conceptual model and literature review	12
Why do they stay? An exploratory analysis of identities and commitment factors associated with teaching retention in high-need school contexts	12
Content-specific noticing: A large-scale survey of mathematics teachers’ noticing	12
Enactive movement integration: Results from an action research project	12
Imagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life	12
Experiential learning in entrepreneurship education: A systematic literature review	12
International teacher education programme as a narrative space for teacher identity reconstruction	12
Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills	12
To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform	12
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspect	12
Transitioning into TVET schools: An exploration of second career teachers’ entry profiles	12
Predictors and outcomes of teachers’ burnout trajectories over a seven-year period	12
The effects of differentiated instruction on teachers’ stress and job satisfaction	12
Challenging approaches: Sharing and responding to weak digital heuristics in class discussions	12
Teachers’ work and positionings in relation to newly arrived students in Sweden	12
“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program	12
Framing pre-service English language teachers’ identity formation within the theory of alignment as mode of belonging in community of practice	12
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs	12
The impact of mentoring on a non-native immigrant teacher’s professional development	11
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program	11
The great resignation in higher education: An occupational health approach to understanding intentions-to-quit for faculty in higher education	11
Teacher educators’ conceptions of modeling: A phenomenographic study	11
Coaching to support teacher technology integration in elementary classrooms: A multiple case study	11
Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic	11
Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation	11
From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context	11
Making sense of early-career teacher support, satisfaction, and commitment	11
Understanding self perceptions of wellbeing and resilience of preservice teachers	11
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers	11
The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation	11
Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making	11
The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions	11
“Kindergarten isn’t fun anymore. Isn’t that so sad?”: Examining how kindergarten teachers in the US made sense of the changed kindergarten	11
The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education	11
Construction and deconstruction of student teachers’ professional identity: A narrative study	11
“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations	11
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction	11
“You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners	11
In-service teachers’ knowledge building during face-to-face collaborative learning	11
Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research	10
Professional development in multicultural education: What can we learn from the Australian context?	10
German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience	10
Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial	10
When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning	10
How do technological changes in formal education shape the social roles of teachers who are mothers?	10
Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong	10
The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning	10
“It should be helping me improve, not telling me I'm a bad teacher”: The influence of accountability-focused evaluations on teachers' professional identities	10
What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.	10
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching	10
Teachers connecting with rural students and places: A mixed methods analysis	10
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills	10
Developing an instrument to assess pedagogical content knowledge for biological socioscientific issues	10
Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration	10
A bibliometric analysis of the teacher leadership scholarship	10
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators	10
The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices	10
Crafting a pedagogical third space in a transnational teacher education project	10
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university	10
Examining agency as teachers use mathematics curriculum resources: How professional contexts may support or inhibit student-centered instruction	10
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills	9
Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective	9
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development	9
Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand	9
The conflict between inclusive education and the selection function of schools in the minds of French teachers	9
Fostering creativity in science learning: The potential of open-ended student drawing	9
“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	9
Promoting occupational health and teaching quality: The impact of a mindfulness intervention in teacher training	9
Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education	9
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development	9
Teacher dilemmas as sources of change and development	9
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging	9
Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development	9
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?	9