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 2021-08-01 to 2025-08-01.)

Article	Citations
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	33
PLC tools: promoting learning about learning in a teachers’ professional community	28
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	26
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	26
Editorial: professional learning for praxis development	23
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	23
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	22
Contributors to teachers’ learning in a systems-thinking professional development programme	20
Teacher professionalism towards transformative education: insights from a literature review	18
Schools that learn to improve student learning: the effectiveness of schools as PLCs	16
Workplace learning of teacher educators: validation of a measurement instrument	14
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	14
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	14
The case of the model classroom: cognition and authenticity in teacher professional development	12
Professional development in teacher education through international collaboration: when education reform hits Ukraine	11
Transformative learning for racial justice: enacting radical change through professional development	11
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	11
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	11
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	11
Beyond tick boxes: re-imagining education for sustainable development in higher education	11
Professional learning for praxis development: reflections	11
Why does teacher learning vary in professional development? Accounting for organisational conditions	11
A Global Measure of Professional Learning Communities	10
Learning to see complexity: teachers designing amidst indeterminacy	10
Self-initiated online communities of teachers as an expanded meso space	9

Integrating AI in teacher education: exploring the impact on preservice teacher competencies	9
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	8
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	8
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	8
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	8
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	8
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	8
Teacher professional development (TPD) in Ghana: constraints and solutions	8
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
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	7
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	7
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	7
Professional development for promoting a sense of community in blended learning	7
What makes professional teacher development in universities effective? Lessons from an international systematised review	7
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	6
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	6
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	6
A systematic review of reciprocal peer observation in higher education	6
Teachers of action: when teachers take care of their own professional development	6
Teacher collaboration: conceptualisation and practice	6
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	6
How medical practitioners experience development over their careers: implications for professional growth and learning	6
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	6
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	5
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	5
Being, becoming and sustaining: learning professional learning in teacher education	5
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	5
Enriching the professional capital of primary school teachers to assess play and learning through play	5
The art of designing a professional development programme for teachers	5
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	5
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	5
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	5
Climate justice and teacher professional learning … we owe it to our young people	5
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	5
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	4
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	4
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	4
Professional identity development in pre-service teachers: the impact of online informal mentoring	4
The influencing factors of music teachers’ professional development: a literature review	4
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	4
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	4
Guiding thesis circles in higher education: towards a typology	4
Professional relationships and professional learning from a generational perspective	4
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	4
Reviewing the past and considering the present to inform the future of professional learning	4
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	4
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	4
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	4
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	3

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