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 2021-09-01 to 2025-09-01.)

Article	Citations
Who do they think they are? Professional identity of Chinese university-based teacher educators	38
Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry	30
Educating teachers for diversity – a Herculean task?	27
From teacher surplus to teacher shortage and its effects on teacher education: the Portuguese case	27
When teaching competes with research for academics’ attention: addressing a key challenge in developing teaching excellence in the European university	27
‘I view teaching differently’: identity development of university teachers doing professional doctorates	25
Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings	22
Internationalising teacher education at home: developing empathy through the sense of otherness in language learning	20
‘But that is also not quite right’: social justice from the lenses of prospective teachers	19
Supporting teacher agency during a collaborative inquiry-based in-service teacher education course	18
Research on relevant and diverse issues in teacher education	16
University supervisors’ conversation strategies for triadic supervision in teacher education	16
Exploring the impact of an online learning community to support student teachers on school placement	15
School practicum experiences at the time of Covid-19: Focusing on the implementation of play practices	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	13
Newly qualified teachers as a resource in school in a micropolitical perspective	12
Investigating the education of preservice teachers for inclusive education: meta-ethnography	11
What does it mean to be(come) a professional bilingual education teacher?	11
Becoming and being a TESOL teacher educator: research and practice	10
Teacher educators’ diversity-responsive practices: instrument development for quantitative assessment	10
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education	10
How to achieve ‘egalitarian’ interaction between student teachers and mentor teachers? A study of a one-school-year teacher practicum in Germany	10
Finding the balance between personal and political	10
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
Unveiling awareness gaps: pre-service teachers and responsible consumption in Spain	8
It is our responsibility to teach (the teachers) - and improve education	8
Assessment conceptions of Finnish pre-service teachers	8
Relationship between science teachers’ teaching motivations and career development aspirations	8
Teachers’ adaptations to COVID-19: perceived preparedness for distance education, frequency of teacher-student contact, and resources in ICT	8
‘Reflecting on every move’: the role of video in simulation-based learning for teacher Education	8
Teacher identity as inquirer: voices of teacher educators	8
Job demands and resources as predictors of well-being in portuguese teachers	7
Fostering student teachers’ agency in distance education: a service-learning approach in computer-supported collaborative learning environments	7
Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality	7
Globalisation and teacher education in the BRICS countries:The positioning of research and practice in comparative perspective	7
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators	7
Practicum in teacher education: the role of psychological detachment and supervisors’ feedback and reflection in student teachers’ well-being	7
Becoming and being language teacher educators: a collaborative reflexive account	6
Preparing pre-service teachers to embrace research-informed teaching practice: a cross-national study of teacher educators’ capabilities	6
Competencies of music teachers in primary schools in Catalonia: an exploratory study	6
Pre-service teachers’ attitudes toward gameful practices – a systematic review	6
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping	6
Motivation and professional development needs of foreign language teacher educators	6
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
Professional digital competence beliefs of student teachers, pre-service teachers and teachers: Validating an instrument based on the DigCompEdu framework	6
Training pre-service teachers to enhanced digital education	6
Teachers’ shortage and initial teacher education reforms in Italy: an overview	5
Co-creating physical education teacher education: An autoethnographic study of collaborative development, teaching, and research with students	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
International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice International Perspectives on Knowledge and Quality: Implicatio	5
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea	5
Reflective thinking among Finnish pre-service teachers and its relation to metacognitive awareness	5
The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education	5
Examining the difficulties and support during an inquiry-based practicum: pre-service teachers and school mentors’ experiences	5
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success	5
Why teacher education matters even more	5
How to keep teachers in a profession in times of budget shortages?	5
Why micro-teaching falls short in pre-service teacher education: a conversation analytic comparison of designed and actual troubles in teaching practices	5