OOIR: Observatory of International Research

Papers

(The median citation count of European Journal of Teacher Education is 3. 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
Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany	588
COVID-19 and teacher education: a literature review of online teaching and learning practices	479
Preparing educators for the time of COVID … and beyond	204
Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic	203
Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities	177
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands	155
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online	136
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis	128
‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?	79
Digital competences for teacher professional development. Systematic review	75
The COVID-19 pandemic and its effects on teacher education	70
Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis	60
Reconceptualising relatedness in education in ‘Distanced’ Times	42
Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century	41
Connecting research and professionalism in teacher education	38
Preparing teachers to teach in complex settings: opportunities for professional learning and development	38
Teaching standards, globalisation, and conceptions of teacher professionalism	36
Defining teaching quality around the world	35
Professionalism and teacher education in Australia and England	29
Novice teachers in a changing reality	26
Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study	24
Professionalism in teaching and the role of teacher education	22
Teacher training and learning to teach: an analysis of tasks in the practicum	20
Covidentity: examining transitions in teacher identity construction from personal to online classes	20
Pre-service teacher research: a way to future-proof teachers?	18

Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?	16
Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: a comparative analysis	15
Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety	15
High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility	15
Exploring teacher quality: international perspectives	14
Migrant teachers and the negotiation of a (new) teaching identity	14
The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase	13
Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands	13
Assessing student teachers’ agency and using it for predicting commitment to teaching	13
Gender in initial teacher education: entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling	13
Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change	13
Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education	12
Too many constraints: five first-year EFL teachers’ professional identity construction	12
Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation	12
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	12
Professional agency and its features in supporting teachers’ learning during an in-service education programme	12
Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility	12
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity	11
Teacher education, teacher professionalism and research: international trends, future directions	10
Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study	10
Case-based teacher education preparing for diagnostic judgement	10
Three professional ideals: where should teacher preparation go next?	10
Experienced teachers’ identity based on their I-positions: an analysis in the catalan context	9
International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed	9
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions	9
Supporting student-teachers in the multicultural classroom	9
Finnish teacher educators’ preferences for their professional development – quantitative exploration	9
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time	9
Teachers’ academic achievement: evidence from Swedish longitudinal register data	9
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada	9
Contribution of formative assessment for developing teaching competences in teacher education	8
From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019	8
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation	8
Towards a better understanding of psychological needs of student teachers during field experiences	8
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis	8
Teaching quality, social mobility and ‘opportunity’ in England: the case of the teaching and leadership innovation fund	8
Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective	7
Teacher collaboration and students’ digital competence - evidence from the SELFIE tool	7
Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work	7
ICT integration in teachers’ lesson plans: a scoping review of empirical studies	7
Promoting practical wisdom in teacher education: a qualitative descriptive study	7
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring	7
Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning	7
Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence	7
Displaced academics: intended and unintended consequences of the changing landscape of teacher education	7
Teachers as researchers and the issue of practicality	6
Teachers’ digital competence for global teacher education	6
Attracting prospective STEM teachers using realistic job previews: a mixed methods study	6
Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education	6
Teacher quality around the world: what’s currently happening and how can the present inform the future?	6

The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching	6
The change in pre-service primary teachers’ possible selves in relation to science teaching	6
The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes	6
Interest in teacher education: exploring the relation between student teacher interest and ambitions in teacher education	6
Professional learning and development needs of Chinese university-based physical education teacher educators	6
Experiential learning as the ‘new normal’ in teacher education	6
Poverty-aware teacher education	5
Status versus nature of work: pre-service language teachers envisioning their future profession	5
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education	5
Educating teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions:reflections from Norway	5
Revealing the professional learning needs of teachers for the successful mentoring of teacher candidates	5
Creating authenticity in simulation-based learning scenarios in teacher education	5
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching	5
Implicit professional identity: assessment and relation with explicit professional identity and well-being of pre-service teachers	5
The construction of teachers’ professional identity: An analysis of subjective learning experiences	5
Teacher education in times of crisis: enhancing or deprofessionalising the teaching profession?	5
Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners	5
A critical and collaborative stance towards retrospective reflection in language teacher education	4
Expanding perspectives on secondary education teachers’ learning ecosystems: implications for teachers’ professional development	4
Educating Norwegian preservice teachers for the multicultural classroom – what knowledge do student teachers and mentor teachers express?	4
Developing teacher in-service education through a professional development plan: modelling the process	4
Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups	4
The impact of influential others on student teachers’ dropout intention – a network analytical study	4
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	4
Teaching to teach civics in fragile times: a conceptual framework	4
Pre-service English teachers’ reflective engagement with stories of exploratory action research	4
Beginning student teachers’ educational ideals	4
Assessment conceptions of Finnish pre-service teachers	4
In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’	4
Exploring student teachers’ motivations and sources of confidence: the case of outdoor learning	4
Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership	4
Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles	4
Training pre-service teachers to enhanced digital education	3
Teacher identity as inquirer: voices of teacher educators	3
Trainee teachers abroad: reflections on personal and professional teaching identity during international mobility	3
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	3
Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences	3
Teaching quality in Colombia: analysing twenty years of awarding a national best-teacher prize	3
Practicum in ELT: a systematic review of 2010–2020 research on ELT practicum	3
Moral imagination in student teachers’ written stories on an ethical dilemma	3
Student teachers’ online sharing of challenging incidents in practice placement	3
Developing early career teachers’ professional digital competence: a systematic literature review	3
An investigation of the professional behaviour, status, career and identities of teachers in Malta	3
The importance of the start-up phase in school-based development for learning and enduring change	3
Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies	3
Orientation framework of primary school teachers teaching mathematics out-of-field– insights into a qualitative-reconstructive documentary method study	3
Promoting professionalism through preservice teachers’ collaboration	3
Teaching out-of-field: challenges for teacher education	3
Student teachers’ perceptions of trust during the team practicum	3
Teacher and student teacher views of agency in feedback	3
Towards equity literacy: exploratory enquiry with Finnish student teachers	3
Exploring the impact of an online learning community to support student teachers on school placement	3
Student teachers’ classroom management during the school internship	3