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 2022-01-01 to 2026-01-01.)

Article	Citations
“Calling all responsible, aware teachers!” engaging teachers in transformative learning about gender and sexuality diversity in a master of education program	23
Ethics and educational technology: reflection, interrogation, and design as a framework for practice	22
Stakeholder perceptions and experiences of preservice teachers’ professional readiness: some implications for initial teacher education	21
Leadership in music technology education: philosophy, praxis, and pedagogy	18
Challenges to the field of teacher education research	12
Designing discussion for online and blended courses: a forum for learning in higher education	12
Ignoring reality? Doubling education’s exigencies	11
Teachers at the speed of light: alternative pathways into teaching and implications for social justice	11
Linguistic landscapes in language and teacher education: multilingual teaching and learning inside and beyond the classroom	9
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway	9
Identity crisis of early career academics in applied linguistics: against the publish orperish paradox in China	8
How ‘academic’ should academic writing be? Or: why form should follow function	8
Language teacher motivation, autonomy and development in East Asia	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
Voices from the developing nations of Asia and the Pacific: deliberations on the problematisations by the editors about the Global South	7
Sustainable development goals in initial teacher education: a systems-based model from Aotearoa New Zealand	7
Challenging teacher education: a series of invited papers for the asia-pacific journal of teacher education	7
Preparing to be future early childhood teachers: undergraduate students’ perceptions of their identity	6
Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education	6
Editors’ welcome: College of Reviewers 2025	6
Teacher educators as public intellectuals: exploring possibilities	6
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	5
Defining work-integrated learning in initial teacher education	5
The impossibility of keeping history in the past: working beyond cognitive science to locate historical significance in the stolen generations	5

Constructing teacher identities: how the print media define and represent teachers and their work	5
The ripple effect: epistemic and professional justice in Indigenous education	5
Career change teachers in rural schools: a recognition theory approach to understanding teacher retention	5
Why choose to become a teacher in China? A large-sample study using the Factors Influencing Teaching Choice scale	5
Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”	5
Formative performance assessment in preservice teacher education – working through the black boxes	4
Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?	4
Handbook of CALL teacher education and professional development: voices from under-represented contexts	4
What do you do with a problem? A teacher educator’s radical autoethnographic response to the TEEP report	4
Can Personal Learning Pathways (PLPs) truly improve Indigenous education outcomes?	4
An examination of the interaction between discourses in a post-lesson mentoring conversation on professional experience	4
Controversial issues in the Australian educational context: dimension of politics, policy and practice	4
South Korean education and learning excellence as a Hallyu: Ethnographic understandings of a nation’s academic success	4
Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions	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
Téchne and the art of teaching: perspectives of a practical form of knowledge for teacher education	4
A scoping review of classroom readiness: what is it? Can it (and should it) be assessed?	4
Submitting a book review to the Asia-Pacific Journal of Teacher Education	3
Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol	3
Partnership or prescription: a critical discourse analysis of HEI-school partnership policy in the Republic of Ireland	3
Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education (APJTE) and perhaps the field more generally	3
Schools, religion, and affect: unpacking Australian educator discomfort	3
Second language teacher professional development: Technological innovations for post-emergency teacher education	3
Professionalism and everyday practices in early childhood education and care: Singaporean pre-service teachers’ perspectives	3
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task	3
Curriculum materials and educative opportunities: observing teacher positionings from teachers’ guides	3
Asia-Pacific Journal of Teacher Education Call for editor	3
From theory to practice: insights on differentiated instruction by Australian early career secondary school teachers	3
Using boundary objects to enhance learning in history and develop students’ numeracy capabilities	3