OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Education for Teaching is 4. 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.)

Article	Citations
Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic	234
Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses	230
From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19	156
Innovations in teacher education at the time of COVID19: an Australian perspective	132
Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic	129
Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities	108
Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University	86
Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education	73
COVID-19 and its effects on teacher education in Ontario: a complex adaptive systems perspective	59
Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education	54
Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives	39
What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada	38
Tea or tears: online teaching during the COVID-19 pandemic	34
Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification	30
Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care	30
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level	27
Learning to teach without school-based experience: conundrums and possibilities in a South African context	24
Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching	20
‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development	16
How do beginning teachers achieve their professional agency and resilience during the COVID-19 pandemic? A social-ecological approach	16
Digital instructional practices to promote pedagogical content knowledge during COVID-19	15
Argentina and the COVID-19: Lessons learned from education and technical colleges in Buenos Aires Province	15
Engagement and affection of pre-service teachers in online learning in the context of COVID 19: engagement-based instruction with web 2.0 technologies vs direct transmission instruction	14
What makes a great teacher during a pandemic?	14
Examining teacher recruitment strategies in England	14

Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond	14
Sources of preservice teachers’ self-efficacy in the context of a mathematics teaching methods course	14
Teachers in the lifelong learning process: examples of digital literacy	13
Differentiated instruction:A review of teacher education practices for Canadian pre-service elementary school teachers	13
Training pre-service teachers to better serve LGBTQ high school students	12
The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development	11
Vygotsky, education, and teacher education	11
Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi	11
A narrative inquiry into the cultivation of self and identity of three novice teachers in Chinese colleges---through the evolution of an online knowledge community	10
Making beliefs explicit – student teachers’ identity development through personal practical theories	10
Psychological capital and job satisfaction in public-school teachers: the mediating role of prosocial behaviours	10
Assessment-as-learning in classrooms: the challenges and professional development	9
On the complexities of educating student teachers: teacher educators’ views on contemporary challenges to their profession	9
Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy	8
Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers’ lesson plan development and implementation	8
A reflective teaching practicum as a platform for stimulating pre-service teachers’ professional development	8
Effect of student teachers’ teaching beliefs and attitudes towards teaching on motivation to teach: mediating role of self-efficacy	8
360° virtual reality project to inspire future educators to be creators	8
Preservice teachers’ perspectives on the contribution of simulation-based learning to the development of communication skills	7
Lessons from an online teacher preparation Program: flexing work experience to meet student needs and regulators’ requirements in the United States	7
Becoming a teacher educator through being a student teacher: an autoethnography in the practicum	7
Professional development during simulation-based learning: experiences and insights of preservice teachers	7
Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power	7
Managing the emotional aspects of compassion fatigue among teachers in Israel: a qualitative study	7
Beginning student teachers’ motivations for becoming teachers and their educational ideals	7
Leadership and professional identity in school teacher training in Spain (Catalonia)	7
A measure of classroom management: validation of a pre-service teacher self-efficacy scale	7
Growth in language teachers’ understanding of differentiated instruction: a sociocultural theory perspective	7
Motivations to enter teaching: an investigation with non-education university students	6
Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience	6
Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science	6
Pre-service teacher education may perpetuate myths about teaching and learning	6
Enhancing cognitive presence in teachers’ professional learning communities via reflective practice	6
Teacher decision-making in the classroom: the influence of cognitive load and teacher affect	6
Teacher education: the transformation of transitions in learning to teach	6
Finnish student teachers’ perceptions of their development of 21st-century competencies	6
Teacher belief about integrating critical thinking in English teaching in China	6
Enhancing teachers’ STEM understanding through observation, discussion and reflection	6
Pre-service early childhood teachers’ perceptions about sexuality education and behavioural intentions towards children’s curiosity about sexuality	5
The impact of technostress creators on novice teachers’ job satisfaction	5
Teacher education under attack	5
Student teachers’ understandings of poverty: insights for initial teacher education	5
Linking research and practice in education: the views of expert researchers in the field	5
‘Small but mighty’: a case study of teacher educators disrupting neoliberal reforms of teacher education and reclaiming a voice in policy conversations	5
Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature	5
Seeking serendipity: teacher educators as adaptive experts during COVID	5
Why teaching? A validation of the fit-choice scale in the Serbian context	4
Collaborative professional practice for strengthening teacher educator identities in Eritrea	4
Supporting teacher educators’ professional learning through lesson study	4
Boosting learning by changing the order and timing of classroom tasks: implications for professional practice	4

Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education	4
Developing a framework for initial teacher education: route map or reflective tool?	4
Examining preservice teachers’ professional learning experience during the international teaching practicums: insights from complexity theory and boundary-crossing construct	4
Enhancing non-verbal communication in online classes: a conceptual framework	4
Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms	4
“Teacher education is a good choice, but I don’t want to teach in schools.” An analysis of university students’ career decision making	4
New teachers’ responses to COVID-19 in Scotland: doing surprisingly well?	4
From teacher to senior teacher educator: exploring the teaching-research nexus in Israeli Academic Colleges of Education	4