OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 36. 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 2021-11-01 to 2025-11-01.)

Article	Citations
21st century technology and editing an international journal	133
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]	128
Editorial Board	97
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	93
Beyond borders: Virtual Global Engagement in teacher education	86
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	64
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	63
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	62
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	62
Towards program coherence in secondary teacher education: A leadership perspective	61
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	60
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	60
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	57
Teaching immigrant students: Finnish teachers' understandings and attitudes	55
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	54
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	53
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	53
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	51
Editorial Board	51
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	51
Compelling cases: The complexities of a paraprofessional becoming a teacher	50
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	50
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	47
There are many communities here: Teaching in complex rural geographies	45
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	44

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	43
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	43
Conflict, transition and agency: Reconceptualising the process of learning to teach	42
Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay	41
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency	40
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	40
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	40
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	39
Integrating video analysis to enhance collaborative reflection in lesson study	39
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period	38
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	38
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy	36
A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors	36