Journal of Teacher Education

Papers
(The TQCC of Journal of Teacher Education is 8. 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.)
ArticleCitations
Reprint: An Invitation to Support Diverse Students Through Teacher Education68
Reprint: The Problem of Teacher Education32
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?31
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations24
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study23
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery21
Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia20
Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans19
Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis18
Curriculum Punishment in Teaching16
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession16
Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?16
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering14
Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education13
Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum13
Teacher Shortages: What Are We Short Of?13
Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach12
Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study12
Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research12
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education12
Walking the Talk: Engendering a “Community of Teachers” in an Educator Preparation Program in the Southern United States12
Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations11
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching11
Reviewer Appreciation11
Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter11
Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis11
Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?10
Agents, Agency, and Teacher Education10
The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review10
Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth10
Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership10
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?10
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?10
Lost in Translation in the Study of Mentoring 17 Years Later9
Reprint: The Turn Once Again Toward Practice-Based Teacher Education9
75 Years of Transforming Teacher Education9
Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice9
A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities8
Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times8
Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development8
The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study8
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