OOIR: Observatory of International Research

Papers

(The TQCC of Professional Development in 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 2021-04-01 to 2025-04-01.)

Article	Citations
Professional learning in Latin America and the Caribbean: towards a Networked Learning System?	26
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	22
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	20
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	18
Teacher development through language-related innovation in a decentralised educational system	18
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	17
Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development	17
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	16
PLC tools: promoting learning about learning in a teachers’ professional community	16
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	14
Exploring teacher leadership for professional learning in response to educational disruption in Qatar	13
The value of third sector organisations’ provision of global learning CPD in English schools	13
Learning leading - responsiveness in leading professional learning	13
Action research as professional learning in and through practice	12
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	11
Editorial: professional learning for praxis development	11
Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development	10
Enriching the professional capital of primary school teachers to assess play and learning through play	10
Foreword: Non-linear perspectives on teacher development: complexity in professional learning and practice	10
“I give, and they give back”: teachers’ views on the professional implications of mentoring	10
Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all	9
Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development	9
Pre-service teachers’ professional identity transformation: a positioning theory perspective	8
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	8
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	8

The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’	8
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	8
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	7
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	7
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?	7
Who chooses whom for professional interaction? A sociometric inquiry into teacher leadership	6
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	6
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	6
Early career teacher mentoring in England: a case study of compliance and mediation	6
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	6
Teachers’ job crafting: The complicated relationship with teacher self-efficacy and teacher engagement	5
Correction	5
The art of designing a professional development programme for teachers	5
Teacher leadership and teachers’ learning: actualizing the connection from day one	5
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	5
Professional learning and development: sustainability in education	5
Examining highly successful partnerships between literacy coaches and novice teachers	5
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	5
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	5
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	5
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	4
Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools	4
Professional development in teacher education through international collaboration: when education reform hits Ukraine	4
Climate justice and teacher professional learning … we owe it to our young people	4
The fragility, complexity and interdependence of the global ecosystem of teacher professional learning	4
The poetic humanity of teacher education: holistic mentoring for beginning teachers	4
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	4
Interrogating an implementation filter: what constrains changes in teacher practice in response to professional development	4
School leaders’ innovation-related self-efficacy: professional development and learning networks make a difference	4
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	4
Professional learning and development in education: a cornucopia of theory, research, and practice	4
The case of the model classroom: cognition and authenticity in teacher professional development	4
A systematic review of reciprocal peer observation in higher education	4
The role of mentoring programme coordinator: professional development meta-facilitator?	4
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	4
Schools, data and teachers’ learning: insights of an experienced educator	4
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	4
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	4
The practices of professional development facilitators	4
Teacher professionalism towards transformative education: insights from a literature review	4
Schools that learn to improve student learning: the effectiveness of schools as PLCs	3
Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features	3
Guiding thesis circles in higher education: towards a typology	3
Transforming a synchronous community of collaborative critical inquiry into co-performing construction of professional development in education	3
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	3
University teachers’ professional agency for learning and leading sustainable change	3
Conditions and opportunities for teacher collaboration during the implementation of a professional development programme	3
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	3
Contributions of an action research initiative to English language teachers’ professional wellbeing	3
Learning in the palm of your hand: an exploration of the value of online education-related X/Twitter chats for professional learning	3

School leader perception of control and professional learning decision-making influences	3
Beyond tick boxes: re-imagining education for sustainable development in higher education	3
Professional learning for praxis development: reflections	3
Reviewing the past and considering the present to inform the future of professional learning	3
Enhancing the agency of senior school leaders through professional learning: a qualitative study of Into Headship , the national headteacher preparation programme in Sco	3
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	3
Teacher learning for transformation: a framework	3
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	3
Learning, leadership, and agency: A case study of teacher-initiated professional development	3
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	3