OOIR: Observatory of International Research

Papers

(The TQCC of European Journal of Teacher Education is 5. 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 2021-12-01 to 2025-12-01.)

Article	Citations
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	45
Educating teachers for diversity – a Herculean task?	35
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	32
Who do they think they are? Professional identity of Chinese university-based teacher educators	30
Who are university-based teacher educators? Voices from China	25
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	23
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	20
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	20
‘I view teaching differently’: identity development of university teachers doing professional doctorates	18
‘But that is also not quite right’: social justice from the lenses of prospective teachers	17
University supervisors’ conversation strategies for triadic supervision in teacher education	15
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	15
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	15
Research on relevant and diverse issues in teacher education	15
Exploring the impact of an online learning community to support student teachers on school placement	14
Newly qualified teachers as a resource in school in a micropolitical perspective	14
Rethinking teacher education in/for challenging times: reconciling enduring tensions, imagining new possibilities	14
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects	14
Investigating the education of preservice teachers for inclusive education: meta-ethnography	12
Teacher educators’ diversity-responsive practices: instrument development for quantitative assessment	12
Becoming and being a TESOL teacher educator: research and practice	12
What does it mean to be(come) a professional bilingual education teacher?	12
Assessment conceptions of Finnish pre-service teachers	11
Unveiling awareness gaps: pre-service teachers and responsible consumption in Spain	11
Tensions experienced by second-career student teachers at the start of their training programme	11

Navigating transformative assessment and feedback in teacher education: unveiling challenges and innovative practices	11
‘Reflecting on every move’: the role of video in simulation-based learning for teacher Education	11
Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	10
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	10
Relationship between science teachers’ teaching motivations and career development aspirations	10
How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	10
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	9
Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments	9
Globalisation and teacher education in the BRICS countries:The positioning of research and practice in comparative perspective	9
Teacher identity as inquirer: voices of teacher educators	9
It is our responsibility to teach (the teachers) - and improve education	9
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	8
Exploring the role of online peer observation in the construction process of language teacher online identity	8
Motivation and professional development needs of foreign language teacher educators	8
Competencies of music teachers in primary schools in Catalonia: an exploratory study	8
What is the perception of the bullying training provided to pre-service Physical Education teachers?	8
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators	8
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	7
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	7
Pre-service teachers’ attitudes toward gameful practices – a systematic review	7
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	7
Job demands and resources as predictors of well-being in portuguese teachers	7
Becoming and being language teacher educators: a collaborative reflexive account	7
Effect of a need-supportive training programme on novice teachers’ motivating style and students’ engagement: the role of video-based discussion	7
Training pre-service teachers to enhanced digital education	7
Preparing pre-service teachers to embrace research-informed teaching practice: a cross-national study of teacher educators’ capabilities	7
The discursive positioning of teacher education in the Flemish teacher shortages policy debate: praise, blame, tensions, and contradictions	6
Why teacher education matters even more	6
Why micro-teaching falls short in pre-service teacher education: a conversation analytic comparison of designed and actual troubles in teaching practices	6
Teachers’ shortage and initial teacher education reforms in Italy: an overview	6
Reflective thinking among Finnish pre-service teachers and its relation to metacognitive awareness	6
Co-creating physical education teacher education: An autoethnographic study of collaborative development, teaching, and research with students	6
Predicting profiles of early-career teachers’ readiness for online teaching in primary and secondary Education	6
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	6
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	6
Mentors as agents of policy learning: (Im)possible mission? The case of a national policy implementation in teacher education	5
Student teachers’ reactions to formative teacher and peer feedback	5
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	5
To teach or not to teach? Preferences for working conditions and the alternative career opportunities of pre-service teachers	5
Examining the difficulties and support during an inquiry-based practicum: pre-service teachers and school mentors’ experiences	5
Research on teacher education: mirror and compass	5
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions	5
How to keep teachers in a profession in times of budget shortages?	5
Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs	5
Examining peer group mentoring in teaching practicum and its impact on the process of pre-service teachers’ joint reflection	5
Mobility of novice teachers	5
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe	5
Career aspirations of the students preparing to work as teachers in Poland, Latvia and Ukraine	5