OOIR: Observatory of International Research

Papers

(The H4-Index of Teaching and Teacher Education is 40. 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 2022-08-01 to 2026-08-01.)

Article	Citations
21st century technology and editing an international journal	210
Editorial Board	194
Towards program coherence in secondary teacher education: A leadership perspective	177
Connecting with families: Online and on-campus teachers candidates views of equity-focused family engagement	92
Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene	86
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms	83
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	83
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]	80
Compelling cases: The complexities of a paraprofessional becoming a teacher	77
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	77
Editorial Board	75
How conception of students’ intelligence, need satisfaction and frustration relate to teaching practices and self-efficacy in special education teachers	74
There are many communities here: Teaching in complex rural geographies	73
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	72
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	71
How are Chinese primary teachers currently using evaluative language in school? Perspectives from teachers and students	71
When teachers miss the signs: Investigating influences on alignment with Children's anxiety self-ratings	67
Mapping the evolution of teacher agency research: A bibliometric review	61
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	56
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	56
Chain mentoring among STEM lead teachers in urban secondary schools in the mid-southern United States	55
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	54
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	54
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	53
Critical digital literacy for teachers: Evaluating pedagogical models, support systems, and policy implications in a hybrid learning era	52

A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	52
Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025	51
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	49
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	49
Beyond borders: Virtual Global Engagement in teacher education	49
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	48
Teacher identity in international programs: Perspectives from Vietnam within Confucian heritage cultures	46
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	46
AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching	45
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	44
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	43
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	42
Affirming our identities: Teaching with diverse children’s literature	42
Analyzing teacher–AI interaction patterns across teacher experience and AI proficiency in student-centered lesson design	42
Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers	41
Integrating video analysis to enhance collaborative reflection in lesson study	40
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	40