OOIR: Observatory of International Research

Papers

(The TQCC of Asia-Pacific Journal of Teacher Education is 3. 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 2021-11-01 to 2025-11-01.)

Article	Citations
“Calling all responsible, aware teachers!” engaging teachers in transformative learning about gender and sexuality diversity in a master of education program	21
Ethics and educational technology: reflection, interrogation, and design as a framework for practice	20
Leadership in music technology education: philosophy, praxis, and pedagogy	15
Stakeholder perceptions and experiences of preservice teachers’ professional readiness: some implications for initial teacher education	15
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway	14
Teachers at the speed of light: alternative pathways into teaching and implications for social justice	12
Linguistic landscapes in language and teacher education: multilingual teaching and learning inside and beyond the classroom	10
Ignoring reality? Doubling education’s exigencies	10
Language teacher motivation, autonomy and development in East Asia	10
Challenges to the field of teacher education research	10
How ‘academic’ should academic writing be? Or: why form should follow function	9
The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective	8
Preparing to be future early childhood teachers: undergraduate students’ perceptions of their identity	8
“You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school	8
Sustainable development goals in initial teacher education: a systems-based model from Aotearoa New Zealand	7
Teacher educators as public intellectuals: exploring possibilities	7
The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England	6
Challenging teacher education: a series of invited papers for the asia-pacific journal of teacher education	6
Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education	6
Voices from the developing nations of Asia and the Pacific: deliberations on the problematisations by the editors about the Global South	6
Editors’ welcome: College of Reviewers 2025	6
The ripple effect: epistemic and professional justice in Indigenous education	5
Challenging teacher education: a series of invited papers for the Asia-Pacific journal of teacher education	5
Constructing teacher identities: how the print media define and represent teachers and their work	5
Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale	5

The impossibility of keeping history in the past: working beyond cognitive science to locate historical significance in the stolen generations	4
Formative performance assessment in preservice teacher education – working through the black boxes	4
An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience	4
Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?	4
Defining work-integrated learning in initial teacher education	4
Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers’ comfort and emotional experience	4
Can Personal Learning Pathways (PLPs) truly improve Indigenous education outcomes?	4
Handbook of CALL teacher education and professional development: voices from under-represented contexts	4
Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions	4
Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”	4
Obstacles to foreign language teacher educators’ research development: a phenomenological study from China	4
Empowering mathematics teachers to meet evolving educational goals: the role of “epistemic objects” in developing actionable practice knowledge in tumultuous times	4
Controversial issues in the Australian educational context: dimension of politics, policy and practice	4
Schools, religion, and affect: unpacking Australian educator discomfort	3
Second language teacher professional development: Technological innovations for post-emergency teacher education	3
Submitting a book review to the Asia-Pacific Journal of Teacher Education	3
What do you do with a problem? A teacher educator’s radical autoethnographic response to the TEEP report	3
A scoping review of classroom readiness: what is it? Can it (and should it) be assessed?	3
Asia-Pacific Journal of Teacher Education Call for editor	3
Professionalism and everyday practices in early childhood education and care: Singaporean pre-service teachers’ perspectives	3
Partnership or prescription: a critical discourse analysis of HEI-school partnership policy in the Republic of Ireland	3
South Korean education and learning excellence as a Hallyu: Ethnographic understandings of a nation’s academic success	3
Using boundary objects to enhance learning in history and develop students’ numeracy capabilities	3
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task	3
Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol	3
Amplify as a discourse and what it might mean for teacher education research	3
Téchne and the art of teaching: perspectives of a practical form of knowledge for teacher education	3
Curriculum materials and educative opportunities: observing teacher positionings from teachers’ guides	3
Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education (APJTE) and perhaps the field more generally	3