Teaching and Teacher Education

Article	Citations
Editorial Board	127
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]	122
Editorial Board	102
21st century technology and editing an international journal	93
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	89
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	86
There are many communities here: Teaching in complex rural geographies	64
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	62
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	62
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	61
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	61
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	60
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	58
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	57
Beyond borders: Virtual Global Engagement in teacher education	53
Compelling cases: The complexities of a paraprofessional becoming a teacher	52
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	52
Teaching immigrant students: Finnish teachers' understandings and attitudes	52
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	51
Towards program coherence in secondary teacher education: A leadership perspective	51
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	50
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	50
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	49
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	48
Conflict, transition and agency: Reconceptualising the process of learning to teach	46

Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	45
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	43
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	42
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	42
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	41
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	40
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy	38
Child case studies: Leading the way to inclusion	38
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	38
Beyond awareness: Social justice agents and preservice teacher possible selves	37
Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning	37
“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	37
Teaching and AI in the postdigital age: Learning from teachers’ perspectives	36
A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors	36
Future physical education teachers’ perceptions of sustainability	35
The aims and meaning of teaching as reflected in high-impact reviews of teaching research	34
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	34
“What are we doing?”: Teacher role confusion in mental health literacy instruction	34
Learning silence and passivity: Novice teacher's participation in teaching community	33
K-12 world language teachers’ use of conferences as professional development	33
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency	33
Attitudes toward Direct Instruction in Western Australian primary and secondary schools	32
Teacher professional development pattern in virtual social networks: A grounded theory approach	32
Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers	32
Resilience and mental health in practicing chilean teachers during the pandemic	32
The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition	32
Reflection on teaching action and student learning	31
Measuring teacher noticing: A scoping review of standardized instruments	31
Integrating video analysis to enhance collaborative reflection in lesson study	31
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period	31
A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout	31
Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts	30
Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China	30
Learning to ask their own questions: How elementary students develop social studies inquiry questions	29
Mindfulness-based interventions for stress and burnout in teachers: A systematic review	29
Editorial Board	29
Interactions between kindergarten teachers and parents in cases of known or suspected child sexual abuse: Barriers, coping styles, and socio-cultural influences	29
Editorial Board	29
Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China	28
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia	28
Data, datafication and data citizenship: Managing, moderating and ameliorating testing in Singapore	28
Collaborative spirit: Understanding distributed leadership practices in and around teacher teams	28
Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education	28
Teacher dilemmas as sources of change and development	27
Exceptionalist narratives and faceless clip art: Critically analyzing Indigenous history resources found on online curriculum marketplaces	27
CLIL teacher assessment literacy: A scoping review	27
The attitude of Ethiopian secondary school teachers towards the teaching profession	27
Learning the rules and then disrupting them: LGBQ Spanish language teachers’ resistance to heteronormativity	27
Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach	27
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis	27

Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model	27
Narrative inquiry and anti-racist teaching: Considering foundational questions about (re)storying in struggles for racial justice	27
Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors	26
Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised	26
Australian teachers’ conceptualisations of wellbeing at work: A prototype analysis	26
“Should I change myself or not?”: Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining	26
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance	26
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching	25
How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession	25
A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'	25
“If you are aware of something, you can do something about it”: Investigating the lasting effects of an implicit bias training activity.	25
Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model	25
Pedagogical content knowledge in material-based lesson planning of preservice biology teachers	25
‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement	25
Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning?	25
Teacher self-efficacy sources during secondary mathematics initial teacher education	25
Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance	25
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource	25
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward	25
Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis	24
Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief	23
Practice-based 21st-century teacher education: Design principles for adaptive expertise	23
A family-school-community partnership supporting play-based learning: A social capital perspective	23
Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending	23
A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity	23
Teachers’ responses to bullying: A person-centered approach	22
Editorial Board	22
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	22
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills	22
Divided by language: A systematic review of teacher views in segregated language learning settings	22
Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality	22
Experiential learning in U.S. undergraduate teacher preparation programs: A review of the literature	21
Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers	21
Noticing as reasoning in Lesson Study teams in initial teacher education	21
A bibliometric analysis of alternative routes to teaching: Scope, development, and topical foci	21
Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies	21
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities	21
Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice	21
A scoping review of research into mathematics classroom practices and affect	20
In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum	20
Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers	20
Complexities in social justice teacher preparation: A CHAT analysis of a preservice teacher navigating university and school contexts	20
Once a teacher always a teacher: The stories of two art educators who left public schools	20
Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective	20
Ode to joy: The impact of enjoyment on pre-service teacher persistence	20
Preparing for physical literacy: Exploring pre-service teachers’ training and understanding	20
Affective learning for effective learning? Data, numbers and teachers’ learning	20
Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate	20
Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom	20
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis	20
Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation	20
Thinking through talk: Using dialogue to develop students’ critical thinking	19
360° Video in teacher education: A systematic review of why and how it is used in teacher education	19
Professional development in multicultural education: What can we learn from the Australian context?	19
Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making	19
Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany	19
“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education	19
A systematic review of teacher resilience: A perspective of the job demands and resources model	19
Playful learning designs in teacher education and early childhood teacher education: A scoping review	19
Social cohesion for societal prosperity: Teachers' inclusive development of career education for all students’ growth in Hong Kong secondary schools	19
Measuring the use of inclusive practices among pre-service educators: A multi-national study	19
Understanding professional identity development of second-career teachers: A longitudinal study	19
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction	19
Editorial Board	19
Teachers’ appreciation of autonomy as a personal interpretation of professional reality	19
International schools in Cyprus as an arena of teacher-parent struggles: Teachers' perspectives	19
Critical consciousness development for teachers of multilingual learners: A cultural/linguistic immersion program shaping early teaching careers	19
Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?	18
Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786]	18
Editorial Board	18
Claiming and reclaiming the voice of the profession: Teacher educator policy advocacy through the lens of Bakhtin's theory of dialogism	18
Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorl	18
Exploring discursive patterns in post-lesson mentoring conversations	18
New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship	18
Here ghost nothing: A novice teacher's letter to the ghosts that haunt them	18
“I knew I had to leave”: A Bourdieusian analysis of why Teach For America teachers quit early	18
Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools	18
“The power of open dialogue”: Using normative case studies to facilitate ethical dilemmas discussions among school teachers	18
The role of expertise in playful learning activities: A design-based self-study within teacher education aimed at the development of tabletop role-playing games	18
Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist	18

Teachers’ experiences of school-based support in their work with shy students	18
Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”	18
Finnish teacher students’ career choice motivations: A mixed methods study	18
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?	18
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study	17
Tensions in school context and teacher praxis in equity-oriented professional learning	17
Young adolescents’ lived experience with teacher-led classroom-based physical activity: A phenomenological study	17
Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos	17
The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy	17
Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate	17
“If I was better at managing all this”: The role of neoliberal logic in framing one teacher's narratives about accountability	17
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China	17
Effect of a person-centred, tailor-made, teaching practice-oriented training programme on continuous professional development of STEM lecturers	17
Unboxing the black box: How Principal's regulatory focus shapes teacher innovative pedagogies	17
Teachers’ instructional responses to the COVID-19 pandemic	17
Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study	17
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice	17
“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education	17
Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement	17
Teachers' professional growth in teaching students’ social scientific reasoning	16
Care practices and care ethics at school and in teaching during Covid 19 pandemic	16
Experiential learning in entrepreneurship education: A systematic literature review	16
Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024	16
Editorial Board	16
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences	16
A longitudinal study of Head Start teacher turnover trends and factors	16
Identifying productive one-on-one coaching practices	16
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy	16
Editorial Board	16
On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs	16
Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers	16
Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – A qualitative case study in England	16
Editorial Board	16
“Nae problem here”: Troubling race and racism in Scottish education	15
Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses	15
Examining preservice teachers' understanding of slope through posing problems and embedding learning in real-world contexts	15
Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation	15
Characteristics and causes of China's mathematics teaching paradigm	15
Conceptualising teacher wellbeing: A qualitative investigation with primary school teachers in England	15
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom	15
The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective	15
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority	15
Searching for quality: Examining Pinterest as a resource for teachers of science	15
Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review	15
Investigating the selection process for initial English teacher education: Turkey	15
The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance	15
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program	15
Corrigendum to ‘Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?’ [Teaching and Teacher Education 155 (2025) 104857]	15
The role of emotion in Chinese preschool teachers’ identity construction	15
Facework in teacher collaborative learning: Does choice of classroom representation matter?	15
Attracting talented and committed students to the teaching profession. Student perspectives on teaching as a career	15
Teachers' roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures	15
Editorial Board	15
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction	15
Unlocking the potential of introduction to teaching courses through simulations	15
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related	15
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision	15
Teachers' beliefs: How they shape the support offered to trans-spectrum young people.	15
What do secondary teachers think about digital games for learning: Stupid fixation or the future of education?	15
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing	15
Early childhood education and care teachers’ perceptions of school readiness: A research review	15
Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being	15
Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support	15
‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education	14
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries	14
Promoting equity in civics education: Teaching marginalized students in Israel's remote areas	14
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination	14
The emotional work of being a teacher educator and persisting through a pandemic	14
The design and impact of professional development activities in a diverse international education reform context	14
The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions	14
Corrigendum to “Classroom peace circles: teachers' professional learning and implementation of restorative dialogue” [Teachingand Teacher Education 95 (2020) 103129].	14
Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands	14
Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?	14
Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement	14
Assessment practices of teachers in Myanmar: Are we there yet?	14
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective	14
Studying curriculum orientations in teachers’ everyday practices: A goal systems approach	14
Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research	14
University lecturers as change agents: How do they perceive their professional agency?	14
Exploring attitudes towards errors and frustration intolerance in pre-service teachers	14
Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project	14
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies	14
Differentiating instruction: Understanding the key elements for successful teacher preparation and development	14
Editorial Board	14
Feedback in K-12 and higher education: Educators’ perspectives	14
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme	14
A teacher training program’s becoming …: Entanglements with contact zones and third-space hybridity	14
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	14
The moral identity profiles of inspiring social studies teachers	14
The implementation of critical thinking development strategies into technology education: The evidence from Slovakia	14
Teaching through dance: An opportunity to introduce physically active academic lessons	14
Teachers’ perceptions of barriers related to implementation of daily physical activity in secondary school: Academic pressure and the need for new competence	13
Validation of the narrative analysis category system for dual teacher education	13
Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered ele	13
Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms	13