European Journal of Teacher Education

Papers
(The TQCC of European Journal of Teacher Education is 7. 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.)
ArticleCitations
Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany588
COVID-19 and teacher education: a literature review of online teaching and learning practices479
Preparing educators for the time of COVID … and beyond204
Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic203
Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities177
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands155
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online136
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis128
‘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 review75
The COVID-19 pandemic and its effects on teacher education70
Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis60
Reconceptualising relatedness in education in ‘Distanced’ Times42
Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century41
Preparing teachers to teach in complex settings: opportunities for professional learning and development38
Connecting research and professionalism in teacher education38
Teaching standards, globalisation, and conceptions of teacher professionalism36
Defining teaching quality around the world35
Professionalism and teacher education in Australia and England29
Novice teachers in a changing reality26
Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study24
Professionalism in teaching and the role of teacher education22
Teacher training and learning to teach: an analysis of tasks in the practicum20
Covidentity: examining transitions in teacher identity construction from personal to online classes20
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
High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility15
Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: a comparative analysis15
Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety15
Exploring teacher quality: international perspectives14
Migrant teachers and the negotiation of a (new) teaching identity14
Assessing student teachers’ agency and using it for predicting commitment to teaching13
Gender in initial teacher education: entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling13
Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change13
The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase13
Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands13
Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation12
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping12
Professional agency and its features in supporting teachers’ learning during an in-service education programme12
Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility12
Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education12
Too many constraints: five first-year EFL teachers’ professional identity construction12
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity11
Case-based teacher education preparing for diagnostic judgement10
Three professional ideals: where should teacher preparation go next?10
Teacher education, teacher professionalism and research: international trends, future directions10
Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study10
Finnish teacher educators’ preferences for their professional development – quantitative exploration9
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time9
Teachers’ academic achievement: evidence from Swedish longitudinal register data9
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada9
Experienced teachers’ identity based on their I-positions: an analysis in the catalan context9
International insights about a holistic model of teaching competence for a digital era: the digital teacher framework reviewed9
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions9
Supporting student-teachers in the multicultural classroom9
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis8
Teaching quality, social mobility and ‘opportunity’ in England: the case of the teaching and leadership innovation fund8
Contribution of formative assessment for developing teaching competences in teacher education8
From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-20198
Adopting technology in schools: modelling, measuring and supporting knowledge appropriation8
Towards a better understanding of psychological needs of student teachers during field experiences8
ICT integration in teachers’ lesson plans: a scoping review of empirical studies7
Promoting practical wisdom in teacher education: a qualitative descriptive study7
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring7
Initial teacher education after the Bologna process: possibilities and challenges for a renewed scholarship of teaching and learning7
Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence7
Displaced academics: intended and unintended consequences of the changing landscape of teacher education7
Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective7
Teacher collaboration and students’ digital competence - evidence from the SELFIE tool7
Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work7
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