Journal of Teacher Education

Papers
(The TQCC of Journal of Teacher Education is 9. 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 2022-01-01 to 2026-01-01.)
ArticleCitations
Reprint: The Problem of Teacher Education95
Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia42
Profiling Teachers’ Motivation for Professional Development: A Nationwide Study36
“It’s Time for a Hard Reset”: Reimagining Teacher Preparation in the United States by Elevating Residencies26
Preservice Teacher Reflection on Coteaching Implementation: Are We Meeting the Benchmarks?25
Reprint: An Invitation to Support Diverse Students Through Teacher Education23
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations22
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery22
Gathering Rich Data on Preservice Science Teachers’ Pedagogical Content Knowledge Through Their Lesson Plans21
Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis21
Curriculum Punishment in Teaching20
Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?19
Teacher Shortages: What Are We Short Of?18
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession18
Unpacking Urban Teaching Residents’ Mental Constructs: Supporting the Professional Identity Development of Teachers of Color18
Preservice English Teachers’ Preparedness to Teach: Stakeholders’ Perceptions in Teaching Practicum17
Does Teacher Noticing Matter for Students’ Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study17
Intermediary Organizations, Technocratic Discourses, and the Rise of Accountability Regimes in Teacher Education17
Walking the Talk: Engendering a “Community of Teachers” in an Educator Preparation Program in the Southern United States16
Distinguishing Subtypes of Self-Efficacy Among Secondary School Teachers: A Latent Profile Analysis15
Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach15
Reviewer Appreciation13
Problematizing the Taken-For-Granted: Talking Across Differences in Teacher Education13
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching13
Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research13
Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations12
Silencing Equity-Minded Teacher Preparation: How Do Teacher Educators Respond?12
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?12
Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter12
Becoming Equitable Educators: Practical Measures to Support Teachers’ Dispositional Growth11
The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review11
Chinese Preservice Teachers’ Perspectives of Mentoring Relationships in an International Learning Partnership11
Reprint: The Turn Once Again Toward Practice-Based Teacher Education10
Agents, Agency, and Teacher Education10
75 Years of Transforming Teacher Education10
Lost in Translation in the Study of Mentoring 17 Years Later10
The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?10
The Social Justice Core Practices of Philadelphia Educators: A Modified Delphi Study9
A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities9
Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice9
Preparing in Advance to Respond in-the-Moment: Investigating Parallel Changes in Planning and Enactment in Teacher Professional Development9
Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times9
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