OOIR: Observatory of International Research

Papers

(The median citation count of European Journal of Teacher Education is 1. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	81
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	29
Who do they think they are? Professional identity of Chinese university-based teacher educators	29
‘I view teaching differently’: identity development of university teachers doing professional doctorates	28
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	26
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	23
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	20
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	19
‘But that is also not quite right’: social justice from the lenses of prospective teachers	19
The winding road of student teaching: addressing uncertainty with core reflection	18
Exploring the impact of an online learning community to support student teachers on school placement	17
Teaching quality in Colombia: analysing twenty years of awarding a national best-teacher prize	17
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities	16
University supervisors’ conversation strategies for triadic supervision in teacher education	15
Research on relevant and diverse issues in teacher education	15
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects	13
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	13
What does it mean to be(come) a professional bilingual education teacher?	13
Investigating the education of preservice teachers for inclusive education: meta-ethnography	13
Contribution of formative assessment for developing teaching competences in teacher education	13
Newly qualified teachers as a resource in school in a micropolitical perspective	12
How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	11
Finding the balance between personal and political	11
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	10
Becoming and being a TESOL teacher educator: research and practice	10

Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	10
Assessment conceptions of Finnish pre-service teachers	9
Tensions experienced by second-career student teachers at the start of their training programme	9
Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices	9
Relationship between science teachers’ teaching motivations and career development aspirations	8
Teacher identity as inquirer: voices of teacher educators	8
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	8
It is our responsibility to teach (the teachers) - and improve education	8
Training pre-service teachers to enhanced digital education	7
Motivation and professional development needs of foreign language teacher educators	7
Job demands and resources as predictors of well-being in portuguese teachers	7
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	7
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	7
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion	6
The discursive positioning of teacher education in the Flemish teacher shortages policy debate: praise, blame, tensions, and contradictions	6
In the search for the ideal mentor by applying the ‘Mentoring for effective teaching practice instrument’	6
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	6
Becoming and being language teacher educators: a collaborative reflexive account	6
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	6
Teachers’ shortage and initial teacher education reforms in Italy: an overview	6
Defining teaching quality around the world	6
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	6
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	5
Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine	5
Mobility of novice teachers	5
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection	5
How to keep teachers in a profession in times of budget shortages?	5
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	5
Why teacher education matters even more	5
Assessment for Learning: Developing the required teacher competencies	5
Student teachers’ reactions to formative teacher and peer feedback	5
Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs	5
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe	4
Teacher collaboration and students’ digital competence - evidence from the SELFIE tool	4
Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers	4
Research on teacher education: mirror and compass	4
The longing to just be – a belonging body in teacher education	4
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs	4
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions	4
Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners	4
Exploring variations in teacher education	3
Agency in negotiating partnerships in initial teacher education: shifting sands	3
Latent profiles of student teachers’ intra- and interindividual emotion regulation strategies and their links with grit	3
Investigating the difficulty level of aspects of teaching during field placement: from coursework to practice	3
An online practicum for teacher education students: emergent listening and seeing for quality praxis	3
Highly-structured cooperative learning versus individual learning in times of COVID-19 distance learning	3
Implementation models for teacher peer feedback: A systematic review	3
High-quality practicum – according to teacher education students on their practicum at partnership schools	3
Holistic teacher education: emphasising relationships, pedagogies and environments	3
The production of a child in conflict in teacher education – research on available storylines	3

Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers	3
Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education	3
‘I am struggling to survive’: financial inequity in postgraduate teacher education in England	3
Higher education-based teacher educators’ researcherly disposition: An international perspective	3
Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme	3
Exploring the knowledge structure of coping strategies in teacher education research using bibliometric analysis	3
Pre-service teachers co-constructing narratives about the future of education	3
Towards equity literacy: exploratory enquiry with Finnish student teachers	3
Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions	2
Pre-service teachers’ teaching challenges and the transformative learning opportunities during teaching practice in Indonesian remote areas	2
Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study	2
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher Understanding Teacher Identity: The Complexities of Forming an Identity as Professional T	2
Practicum experience: the role of practicum demands and resources in first and second career preservice teachers	2
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development	2
Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers	2
Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence	2
Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments	2
Promoting socio-emotional learning competencies in teacher education through online clinical simulations	2
Will we be capable? Creating and validating the AVACIE scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying	2
From ‘sojourning’ to standards: a critical reflection on the evolution of initial teacher education policy in Ireland	2
The intricate relationship between person, society and policy in education	2
Student teachers’ online sharing of challenging incidents in practice placement	2
Does the duration of professional development programs influence effects on instruction? An analysis of 174 lessons during a national-scale program	2
The underlying beliefs in Pirkko’s narrative about implementing collaborative learning in mathematics - ‘my job is to give individual instruction’	2
Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education	2
Teacher education: student teachers’ ethics-related experiences from their placements in Uganda	2
Attracting prospective STEM teachers using realistic job previews: a mixed methods study	2
How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education	1
Student teachers’ classroom management learning process and outcomes during the internship	1
Antecedents of Chilean in-service science teachers’ emotions: the important role of teacher motivation towards teaching career and self-efficacy	1
School culture and teaching practices for the effective student- centred learning during emergency remote teaching	1
Reimagining and remaking teacher education: priorities, practices and dilemmas	1
Enhancing the enactment of assessment for learning principles during school placement: preservice teachers as practitioner researchers within a learning community	1
Building teacher knowledge and identity– career changers´ transition into teaching through a short teacher education programme	1
University teacher educators´ practicum discourses in early childhood teacher education	1
Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective	1
Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation	1
Developing student teachers’ critical awareness of information and communications technology in primary teacher education	1
Profiles of teachers’ assessment techniques and their students’ involvement in assessment	1
Trainee teachers abroad: reflections on personal and professional teaching identity during international mobility	1
Development of teacher professional identity: perspectives from self-determination theory	1
Developing early career teachers’ professional digital competence: a systematic literature review	1
Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions	1
Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles	1
Obligatory professional training for in-service teachers: worthy time or a waste of time?	1
Teacher and student teacher views of agency in feedback	1
Pre-service teachers’ skills development through educational video generation	1
Phronesis in teacher education: a critical reexamination	1
Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain	1
How student teachers feel during field experiences: network analyses regarding the co-occurrence of positive and negative emotions	1
Diversity-responsive teacher educators in Flanders	1
Authentic assessment as a support for student teachers’ reflection	1
Exploring the reliability and validity of multiple mini-interviews in admission to teacher education	1
The Impact of an In-Service Course on Primary School English Teachers: Case studies of Change	1
Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum	1
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation	1
Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers	1
Teachers’ digital competence for global teacher education	1
Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education	1
Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions	1
In-service teacher education in death education through participatory action research (PAR)	1
Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science	1
Promoting professional digital competence in student teachers: teacher educators’ task perception matters	1
Relocating assessment in pre-service teacher education: an emerging model from activity theory lens	1