OOIR: Observatory of International Research

Papers

(The median citation count of Professional Development in Education is 2. 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
PLC tools: promoting learning about learning in a teachers’ professional community	32
Contributors to teachers’ learning in a systems-thinking professional development programme	28
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	27
Editorial: professional learning for praxis development	27
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	27
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	26
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	21
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	17
Teacher professionalism towards transformative education: insights from a literature review	16
Professional development in teacher education through international collaboration: when education reform hits Ukraine	15
Schools that learn to improve student learning: the effectiveness of schools as PLCs	15
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	14
The case of the model classroom: cognition and authenticity in teacher professional development	14
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	14
Professional learning for praxis development: reflections	14
Workplace learning of teacher educators: validation of a measurement instrument	12
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	11
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	11
Beyond tick boxes: re-imagining education for sustainable development in higher education	11
Transformative learning for racial justice: enacting radical change through professional development	10
Behind the scenes of project management in academia: reflective lessons from a teacher training project	10
A Global Measure of Professional Learning Communities	10
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	9
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	9
Why does teacher learning vary in professional development? Accounting for organisational conditions	9

Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	9
Teacher professional development (TPD) in Ghana: constraints and solutions	9
Learning to see complexity: teachers designing amidst indeterminacy	9
Self-initiated online communities of teachers as an expanded meso space	9
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	9
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	9
Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	9
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	9
Professional development for promoting a sense of community in blended learning	8
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	8
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	8
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	8
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	7
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	7
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	7
Teachers of action: when teachers take care of their own professional development	7
Teacher collaboration: conceptualisation and practice	7
A systematic review of reciprocal peer observation in higher education	7
Impact of a professional development program in formative assessment for mathematics teachers	7
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	7
How medical practitioners experience development over their careers: implications for professional growth and learning	7
What makes professional teacher development in universities effective? Lessons from an international systematised review	7
Using large language models to promote teachers’ learning: an exploratory professional development programme	7
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	7
Climate justice and teacher professional learning … we owe it to our young people	6
Circular logic? Analysing the professional standards framework for higher education	6
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	6
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	6
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	6
Enriching the professional capital of primary school teachers to assess play and learning through play	6
The art of designing a professional development programme for teachers	6
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	6
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	5
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	5
The influencing factors of music teachers’ professional development: a literature review	5
Reviewing the past and considering the present to inform the future of professional learning	5
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	5
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	5
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	5
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	5
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	5
Professional identity development in pre-service teachers: the impact of online informal mentoring	5
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	5
Being, becoming and sustaining: learning professional learning in teacher education	5
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	5
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	5
Professional relationships and professional learning from a generational perspective	5

An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	4
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	4
‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities	4
Critical reflection to develop transformative consciousness of racial differences	4
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	4
Perceptions of problems of practice among Chilean mathematics educators	4
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	4
The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	4
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	4
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	4
Leading professional learning: resonance, reflections, and responsibilities	4
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	4
Professional learning of academics enacting work-integrated learning	4
Correction	3
The role of mentoring programme coordinator: professional development meta-facilitator?	3
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	3
“I give, and they give back”: teachers’ views on the professional implications of mentoring	3
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	3
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	3
Using colleague coaching to develop teacher data literacy	3
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development	3
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	3
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	3
Action research as professional learning in and through practice	3
Understanding complexities regarding artificial intelligence and other advanced technologies in professional learning	3
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	3
Professional learning and development: sustainability in education	3
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development	3
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	3
Rethinking teachers’ professional learning through unseen observation	3
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	3
The value of third sector organisations’ provision of global learning CPD in English schools	3
Transforming teacher beliefs through professional learning for powerful learning environments	3
Schools, data and teachers’ learning: insights of an experienced educator	3
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	3
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	3
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	3
Leading from the middle: the role of communication in implementing education for sustainable development	3
Middle leaders dialogic practices: facilitating professional learning for research academics in higher education settings	3
Internationalizing curriculum through virtual exchange: critical perspectives on addressing barriers and advancing DEI in professional learning	3
Pedagogical inertia and asynchronous specificity: a heuristic model of post-covid teaching in higher education	3
A scoping review of design thinking in school-based teacher professional learning and development	2
Conceptualising a data analytics framework to support targeted teacher professional development	2
Supporting the development of teachers as expert learners: lessons on professional learning from large scale pedagogical innovations in Mexico and Colombia	2
‘The person and the teaching profession’: personal-professional journeys into teaching for Danish school teachers	2
Professional learning and development: moving with the times and the human element	2
Beyond formal research knowledge and skills: how do teachers grow and evolve as teacher-researchers?	2
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	2
The indispensable role of the goal construct in understanding and improving teaching practice	2
Understanding professional learning in and for practice	2
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	2
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	2
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	2
Preservice teachers’ perceptions of teacher competence: the influence of national and global frameworks	2
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	2
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	2
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	2
Leading professional learning to navigate complexity	2
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context	2
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners	2
Leading professional learning: how can a journal take a leadership role?	2
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	2
The journey of teachers’ professional growth through reflective school practices	2
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	2
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	2
Dwelling in matter: flows of affect in teachers’ professional becoming-with-technology	2
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic	2
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	2
Editorial	2
Supporting teachers to lead by learning and learn by leading	2
Re-imagining teacher mentoring for the future	2
Teacher leadership for teaching improvement in professional learning communities	2
The role of digital technology in facilitating epistemic fluency in professional education	2