OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Teacher 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 2020-04-01 to 2024-04-01.)

Article	Citations
Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education	40
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments	34
Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video	34
Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018	33
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How	27
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers	23
Teacher Education for Sustainable Development: A Review of an Emerging Research Field	22
Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic	22
“We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education	20
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?	20
U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege	19
Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States	18
Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy	18
Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education	17
Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons	17
Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space	17
Three Different Measures of Graduates’ Instructional Readiness and the Features of Preservice Preparation That Predict Them	16
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence	14
The Critical Need for Pause in the COVID-19 Era	14
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts	12
Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis	12
Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education	12
The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers	12
Mathematics Teachers’ Knowledge, Networks, Practice, and Change in Instructional Visions	12
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?	12

Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color	11
Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus	11
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection	11
How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways	11
Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices’ Opportunities to Practice	10
Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation	10
A Pretty Queer Thing: Thinking Queerly About Teachers’ Gender and Sexual Diversity–Focused Professional Learning	9
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice	9
Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives	9
Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study	9
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education	9
Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color	8
Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy With Teacher Candidates	8
On the Mis-Education of Teachers of Color: A Letter to Teacher Educators	8
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence	8
Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition	8
Teacher Shortages: What Are We Short Of?	7
Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools?	7
Teacher Recruitment and Retention: Local Strategies, Global Inspiration	7
Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?	7
Teacher Education’s Moment: From Solution to Challenge	7
Teacher Education and “Climate Change”: In Navigating Multiple Pandemics, Is the Field Forever Altered?	7
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial	7
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers	6
Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership	6
Adopting Hands-Off Approaches to Activism: Examining PSTs’ Experiences Navigating Visibility and Vulnerability as Teacher Activists	6
Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners	6
Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge	6
Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations	6
Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning	5
Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession	5
Historians, Archivists, and Museum Educators as Teacher Educators: Mentoring Preservice History Teachers at Cultural Institutes	5
What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective	5
Response to How Teacher Education Matters	4
What’s the “Problem of Teacher Education” in the 2020s?	4
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession	4
Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis	4
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience	4
Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment	4
Teaching as a Clinical Profession: Adapting the Medical Model	4
Agents, Agency, and Teacher Education	4
Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices	4
Senior Teachers’ Learning About Student Rights	4
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering	4
Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research	3
Investigating Secondary Mathematics Preservice Teachers’ Instructional Vision: Learning to Teach Through Pedagogies of Practice	3
75 Years of Transforming Teacher Education	3
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education	3
Enduring Problems, Rethinking Process, Fulfilling Promises: Reflections on the Continuing Shortage of Teachers of Color	3
The “Turn Once Again Toward Practice-Based Teacher Education” Revisited	2

Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context	2
Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study	2
Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development	2
Challenges and Tradeoffs of “Good” Teaching: The Pursuit of Multiple Educational Outcomes	2
Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching	2
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching	2
Preparing Teachers for Relationships With Students: Two Visions, Two Approaches	2
Mapping How Teachers Become Culturally Responsive	2
(Re)Constructing Teacher Knowledge: Old Quests for New Reform	2
Exploring Resources for Responsiveness to Student Thinking in Practice	2
Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana	2
Epistemic and Deontic Authority in Parent–Teacher Conference: Referring to the Expert as a Discursive Practice to (Jointly) Undermine the Teacher’s Expertise	2
How Do Prompts Shape Preservice Teachers’ Reflections? A Case Study in an Online Technology Integration Class	2
The Student Teaching Equity Project: Exploring Teacher Candidates’ Knowledge, Skills, and Beliefs	2
Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design	2
“There’s a Lot of Stumbling Forward”: The Impact of Whiteness on Teacher Educators’ Reconceptualization of Culturally Based English Education Curriculum	2
Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students	2
Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth	2
Learning to Respond to Students in Discussions: Examining the Use of Planted Errors in an Approximation of Practice	2