Journal of Teacher Education

Papers
(The H4-Index of Journal of Teacher Education is 16. 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education39
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments34
Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video33
Race-Visible Teacher Education: A Review of the Literature From 2002 to 201832
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How27
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers23
Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic22
Teacher Education for Sustainable Development: A Review of an Emerging Research Field20
“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education19
U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege19
Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?18
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?18
Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy18
Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States17
Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons17
Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space16
Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education16
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