OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 38. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Editorial Board	342
Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708]	110
Editorial Board	109
21st century technology and editing an international journal	100
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	83
There are many communities here: Teaching in complex rural geographies	79
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	70
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	68
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	62
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	58
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	58
Towards program coherence in secondary teacher education: A leadership perspective	58
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	56
Teaching immigrant students: Finnish teachers' understandings and attitudes	55
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	53
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	53
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	52
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	51
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	50
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	49
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	49
Conflict, transition and agency: Reconceptualising the process of learning to teach	49
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	48
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	48
Compelling cases: The complexities of a paraprofessional becoming a teacher	47

“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	47
The aims and meaning of teaching as reflected in high-impact reviews of teaching research	46
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	46
Child case studies: Leading the way to inclusion	46
Teachers’ perceptions of emotional display rules in schools: A systematic review	45
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy	45
Mindfulness-based interventions for stress and burnout in teachers: A systematic review	45
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	43
Beyond awareness: Social justice agents and preservice teacher possible selves	41
Relationships and tensions between the curricular program and the lived curriculum. A narrative research	40
Learning silence and passivity: Novice teacher's participation in teaching community	39
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency	39
“What are we doing?”: Teacher role confusion in mental health literacy instruction	39
K-12 world language teachers’ use of conferences as professional development	38