Teaching and Teacher Education

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
Participatory research, biographical narratives and peacebuilding: An experience with teachers in Tolima, Colombia	47
Editorial Board	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

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
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
Learning to teach: Aligning pedagogy and technology in a learning design tool	40
Friend or foe? Learning through play and education reform in Ukraine	40
Pre-service teachers’ attitudes toward inclusive education for autistic students: Understanding the mediating role of self-efficacy and autism knowledge	39
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
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
In-service STEM teachers professional development programmes: A systematic literature review 2018–2022	38
Editorial Board	37
‘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
Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement	36
Editorial Board	36
The essence of agricultural education teachers motivational beliefs across career stages	35
Predicting teachers’ formative assessment practices: Teacher personal and contextual factors	34
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	33
Supporting every teacher: Using the Holistic Teacher Assessment (HTA) to measure social-emotional experiences of educators	33
Editorial Board	33
The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes	33
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	32
Pre-service science teachers’ evaluations of alternative perspectives on socio-scientific issues: Stem cell and cloning technologies	32
A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity	32
Corrigendum to “The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension” [Teaching and Teacher Education 104 (2021) 103386]	31
Editorial Board	31
Editorial Board	31
Overworked & underappreciated: How uncertainty, long hours, & partisan politics undermined teachers’ morale throughout the COVID-19 pandemic	31
Shifting images of teaching in student teachers’ talk about microteaching	30
Native English teachers’ construction and negotiation of professional identities in the context of Korea: An analysis of multilayered nature of identities	30
Teachers’ insights from an ethics of care programme aimed at promoting global citizenship education in the classroom	29
Editorial Board	29
Professional learning communities and teacher outcomes. A cross-national analysis	28
Teacher self-efficacy as an aspect of narrative self-schemata	28
Patterns in student teachers' learning processes and outcomes of classroom management during their internship	28
Professional development focused on intuition can enhance teacher pedagogical tact	28
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	28
The use of cooperative learning in English as foreign language classes: The prevalence, fidelity, and challenges	28
Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs	27
Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life	27
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	27
A latent profile analysis of achievement emotions and their relationships with students’ perceived teaching quality in mathematics classrooms	26
“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions	26
The gateway to the teacher profession: The association of temperament traits with selection for teacher education and early study achievement in Finland	26
Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education	25
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination	25
Development of 21st century skills through virtual exchange	25
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	25
Exploring the utilization of high-leverage practices by teachers	25

Embodied knowing: Toward a teacher education pedagogy of relational witnessing	25
Undermined professionalism: Strategic impression management among early childhood educators	24
Analyzing a teacher and researcher co-design partnership through the lens of communities of practice	24
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning	23
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	23
From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding?	23
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design	23
Educators’ perspectives related to preparatory education and integration training for immigrants in Finland	23
Why the learning styles myth appeals and how to persuade believers otherwise	23
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	23
How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study	23
Reduced grading in assessment: A scoping review	23
Compelling cases: The complexities of a paraprofessional becoming a teacher	22
The impact of observable and perceived features of instruction on student achievement	22
How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy	22
Understanding practice architectures in food systems education: A case study	22
Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands	21
Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs	21
Conflict, transition and agency: Reconceptualising the process of learning to teach	21
Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom	21
Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program	21
TEC-Q: A tool to sort out teacher emotions in the classroom	21
There are many communities here: Teaching in complex rural geographies	21
Teaching through dance: An opportunity to introduce physically active academic lessons	21
Identifying teachers’ reactive strategies towards disruptive behavior in classrooms	21
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	21
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds	21
Blame and responsibility in the context of youth produced sexual imagery: The role of teacher empathy and rape myth acceptance	21
Toward a pedagogy for slow and significant learning about assessment in teacher education	20
Differential rights consciousness: Teachers’ perceptions of privacy in the surveillance school	20
Journey to the West: The overseas learning experiences of Chinese teacher educators in Canada	20
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	20
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension	20
Professional development for language support in science classrooms: Evaluating effects for elementary school teachers	20
Professional development through social media: A comparative study on male and female teachers' use of Facebook Groups	20
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	19
Teacher identity in elite schools in Israel: Shared habitus, a sense of chosenness, and an open future	19
Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system	19
A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion	19
Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement	19
The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions	19
Singapore Teachers’ perceptions of research in practice: Contexts, constraints, and possibilities	19
Mathematics coordinators as school team PD leaders before and during COVID-19	19
Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project	19
The design and impact of professional development activities in a diverse international education reform context	19
Longitudinal relationships between teachers’ utility values and quitting intentions: A person-organization fit perspective	19
Designing, navigating and nurturing virtual learning spaces: Teacher educators’ professional development priorities and potential pathways	18
Editorial Board	18
Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university	18
A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education	18
China’s Far West Program: An ecological exploration into student teachers' emotion labor in voluntary rural teaching practices	18
Amplifying teachers’ voices in the coaching partnership: An inductive exploration of teacher motivation and perceived learning	18
Reimagining trainee teacher practicum experiences in Turkish K-12 schools	18
Identity discourse in teacher education: Developments in national-cultural identities of pre-service teachers in Israel	18
Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand	18
Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model	18
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?	18
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective	18
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	18
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement	18
Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation	18
Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany	18
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice	17
More is less: Homeroom teachers' administrative duties and students' achievements in China	17
The emotional work of being a teacher educator and persisting through a pandemic	17
Assessment practices of teachers in Myanmar: Are we there yet?	17
Autonomy-supportive teaching leads to autonomy-supportive parenting: A teacher-to-parent relationship spillover effect	17
Supporting prospective mathematics teachers’ planning and teaching technology-based tasks in the context of a practicum course	17
Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay	17
Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher	17
The effect of teacher trust in colleagues on collective teacher efficacy: Examining the mediating role of the characteristics of professional learning communities	17
Teacher trainees' experiences with and beliefs about responding to students' challenging life events	16
Satisfying students' psychological needs in the classroom: Benefits of an online intervention to help primary school teachers during a pandemic academic year	16
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic	16
Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities	16
University lecturers as change agents: How do they perceive their professional agency?	16
The stressors affecting teacher burnout in emergency remote teaching context	16
Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study	16
“My job is to unsettle folks”: Perspectives on a praxis toward racial justice	16
Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review	16

Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?	15
Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community	15
The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension	15
Developing environments for research engagement in English schools: Re-professionalising teachers’ work	15
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]	15
Profiles of teacher self-efficacy and their relations to teacher demographics and affective well-being: A social cognitive perspective	15
Corrigendum to “Classroom peace circles: teachers' professional learning and implementation of restorative dialogue” [Teachingand Teacher Education 95 (2020) 103129].	15
Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities	14
Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies	14
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	14
Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being	14
The networked student	14
Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)	14
White preservice teachers facilitating African American history discussions: Tensions of identity in practice	14
21st century technology and editing an international journal	14
Teacher educators’ task perception and its relationship to professional identity and teaching practice	14
Facilitating teacher learning in professional learning communities through action research: A qualitative case study in China	14
“She's got cancer in her head, and I don't mean the zodiac sign”:The narratives shared by preschool educators working with children whose siblings have cancer	14
The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices	14
Consequential change: Teachers scale project-based learning in English language arts	13
The conflict between inclusive education and the selection function of schools in the minds of French teachers	13
It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations	13
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	13
Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages	13
Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice	13
Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions	13
Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective	13
Understanding teacher learning in lesson study through a cultural–historical activity theory lens	13
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands	13
Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea	13
Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK	13
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration	13
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme	13
Examining the theoretical positionings of data use interventions: A scoping review	13
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching	13
An online video annotation tool for optimizing secondary teachers’ motivating style: Acceptability, usability, and feasibility	13
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	13
Student teachers’ experiences in teaching practice using team teaching in flexible learning space	13
Teacher coping profiles in relation to teacher well-being: A mixed method approach	13
Teacher educators’ professional agency in facilitating professional digital competence	13
The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory	12
Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?	12
“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	12
Returning home from the West: Chinese teacher educators in search of space for educational transfer in China	12
Teachers' attention to students' funds of identity in Dutch primary school classrooms	12
Challenges and enablers in the advancement of educational innovation. The forces at work in the transformation of education.	12
Analyzing pre- and in-service teachers’ feedback practice with microteaching videos	12
A close look at teacher learning: Why are teachers’ journeys so different?	12
How to teach for democracy? Identifying the classroom practices used by expert teachers of democracy	12
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	12
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	12
What students can teach each other: Promoting optimal voice use for teaching through a speech-language pathology student-led voice clinic	12
Exploring teachers’ perspectives on career development: Q methodology research	12
The implementation of critical thinking development strategies into technology education: The evidence from Slovakia	12
Evidence of transformative leadership for inclusive practice	12
Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial	12
Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives	12
The temporal development of teachers’ attitudes on entrepreneurship education – A latent growth curve analysis	12
Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators	12
Resilience and mental health in practicing chilean teachers during the pandemic	12
Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes	12
Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts	12
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	12
Opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics: Examining the questions used by teachers studying and implementing Number Talks	12
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy	12
Special development: The nature, content, and structure of special education teachers’ professional learning opportunities	12
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	12
The power of instructional quality, structure, and autonomy support to predict students’ perceived competence: A Bifactor-ESEM representation	12
Textbooks, students and teachers talk around gender: A new materialist approach to children's agency	12
Content-specific noticing: A large-scale survey of mathematics teachers’ noticing	12
Learning online and teaching face to face: Exploring the planned and enacted conception of teaching of preservice teachers on school placement	12
Disentangling pre-service history teachers’ pedagogical content knowledge	12
Early childhood teachers' emotional labour: The role of job and personal resources in protecting well-being	12
Teaching characteristics in distance education—associations with teaching quality and students’ learning experiences	12
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption	12
Examining the relationship between special education teacher (SET) retention and resilience: An extended framework	12
Moderating personal factors for the effectiveness of a self-care- and mindfulness-based intervention for teachers	12
Understanding and meeting the professional development needs of English educators at a private tutoring organization in China	12
Corrigendum to “Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist” [Teach. Teach. Educ., 154, 2025, 104852]	11
Attitudes toward Direct Instruction in Western Australian primary and secondary schools	11
Editorial Board	11
Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study	11
Worlds apart: Students' perception of teachers’ responses to their mental health issues	11
Editorial Board	11
Attitudes and self-efficacy as buffers against burnout in inclusive settings: Impact of a training programme in pre-service teachers	11
Learning silence and passivity: Novice teacher's participation in teaching community	11
Preschool teachers’ pedagogical beliefs in the field of language education	11
Teacher candidates’ dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project	11
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities	11
Unlocking fun: Accessing play to enhance secondary teachers’ well-being	11
Understanding teachers’ experiences of classroom relationships	11
Reflection on teaching action and student learning	11
Editorial Board	11
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices	11
Educators’ perceptions of the costs and benefits of pursuing positive teacher-student relationships in middle schools	11