Teaching and Teacher Education

Article	Citations
21st century technology and editing an international journal	190
Editorial Board	181
Towards program coherence in secondary teacher education: A leadership perspective	159
Connecting with families: Online and on-campus teachers candidates views of equity-focused family engagement	81
Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene	76
Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025	72
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	72
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	71
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	71
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms	70
Beyond borders: Virtual Global Engagement in teacher education	68
A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness	68
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]	66
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education	65
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	64
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	61
AI versus teacher feedback in developing pre-service teachers’ teaching self-efficacy: A Quasi-experimental study in simulated teaching	61
Compelling cases: The complexities of a paraprofessional becoming a teacher	59
There are many communities here: Teaching in complex rural geographies	53
Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice	53
Teaching immigrant students: Finnish teachers' understandings and attitudes	52
Choosing to teach: Career aspirations among student teachers in Chinese normal universities and colleges	52
Critical digital literacy for teachers: Evaluating pedagogical models, support systems, and policy implications in a hybrid learning era	51
Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment	50
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race	49

Teacher identity in international programs: Perspectives from Vietnam within Confucian heritage cultures	48
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	48
Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games	48
Editorial Board	46
Analyzing teacher–AI interaction patterns across teacher experience and AI proficiency in student-centered lesson design	46
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	46
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	45
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	44
Chain mentoring among STEM lead teachers in urban secondary schools in the mid-southern United States	43
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity	43
Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching	42
Affirming our identities: Teaching with diverse children’s literature	41
Digital possibilities and stakeholder perceptions of ad hoc remote learning strategies during a complex emergency	41
Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers	40
Learning silence and passivity: Novice teacher's participation in teaching community	40
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes	40
Resilience and mental health in practicing chilean teachers during the pandemic	40
K-12 world language teachers’ use of conferences as professional development	40
A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors	39
Standardising coaching of preservice teachers in the classroom: Development and trial of the synchronous online feedback tool (SOFT)	37
Measuring teacher noticing: A scoping review of standardized instruments	36
Integrating video analysis to enhance collaborative reflection in lesson study	36
Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts	36
Mindfulness-based interventions for stress and burnout in teachers: A systematic review	34
Future physical education teachers’ perceptions of sustainability	34
The effect of family support on university teachers’ career success: a moderated mediation model	33
Reflection on teaching action and student learning	33
Emotional labour and job burnout among Chinese preschool teachers: Exploring the mediating role of job stress and the moderating role of difficulties in emotion regulation	33
Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China	33
Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy	33
The role of teacher attitudes and collaboration for inclusive teaching practices	33
“What are we doing?”: Teacher role confusion in mental health literacy instruction	33
Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning	32
Time to unlearn unlearning?: Moving beyond neoliberal conceptualizations to intersectional, transformative actions	32
Turning teacher education inside out: Perceptions of teacher candidates, university faculty, and K-6 teachers about experiences with site-based elementary methods courses	32
Teacher professional development pattern in virtual social networks: A grounded theory approach	32
Beyond awareness: Social justice agents and preservice teacher possible selves	31
Evaluation of the coaching practice with teachers in the implementation of retelling activities in preschool period	31
“Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK	31
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers	31
Teaching and AI in the postdigital age: Learning from teachers’ perspectives	30
A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout	30
Editorial Board	30
Learning the rules and then disrupting them: LGBQ Spanish language teachers’ resistance to heteronormativity	29
Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief	29
Interactions between kindergarten teachers and parents in cases of known or suspected child sexual abuse: Barriers, coping styles, and socio-cultural influences	29
Learning to ask their own questions: How elementary students develop social studies inquiry questions	28
Data, datafication and data citizenship: Managing, moderating and ameliorating testing in Singapore	28
Editorial Board	28
Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised	28

CLIL teacher assessment literacy: A scoping review	28
Exceptionalist narratives and faceless clip art: Critically analyzing Indigenous history resources found on online curriculum marketplaces	28
Editorial Board	28
Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model	28
“If you are aware of something, you can do something about it”: Investigating the lasting effects of an implicit bias training activity.	27
The role of online communities of practice in developing blended teaching knowledge and practice during a digital transformation in higher education	27
How do traditionally and alternatively certified teachers differ? A comparison of their motives for teaching, their well-being, and their intention to stay in the profession	27
Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors	27
Practice-based 21st-century teacher education: Design principles for adaptive expertise	27
Teachers’ responses to bullying: A person-centered approach	27
The attitude of Ethiopian secondary school teachers towards the teaching profession	27
Dynamics of professionals’ daily negative emotions and assessments of the emotional climate among children in Finnish early childhood education and care	26
“Should I change myself or not?”: Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining	26
Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China	26
Collaborative spirit: Understanding distributed leadership practices in and around teacher teams	26
Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach	26
Pedagogical content knowledge in material-based lesson planning of preservice biology teachers	26
Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education	26
Personal resources among pre-service teachers: An examination of links with subjective vitality and occupational commitment	26
Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis	25
Divided by language: A systematic review of teacher views in segregated language learning settings	25
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance	25
A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'	25
Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning?	25
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	25
Teacher self-efficacy sources during secondary mathematics initial teacher education	25
Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model	25
Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance	25
Ode to joy: The impact of enjoyment on pre-service teacher persistence	24
In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum	24
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource	24
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching	24
Australian teachers’ conceptualisations of wellbeing at work: A prototype analysis	24
Affective learning for effective learning? Data, numbers and teachers’ learning	24
State-funded preschool educators respond to grief-related programming: A narrative inquiry of relational care	24
A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity	24
A family-school-community partnership supporting play-based learning: A social capital perspective	24
Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers	24
Preparing for physical literacy: Exploring pre-service teachers’ training and understanding	24
Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice	24
Developing teacher AI competence: A systematic review of beliefs, professional learning, and cultural factors	24
Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending	24
A bibliometric analysis of alternative routes to teaching: Scope, development, and topical foci	24
Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers	23
Complexities in social justice teacher preparation: A CHAT analysis of a preservice teacher navigating university and school contexts	23
Social cohesion for societal prosperity: Teachers' inclusive development of career education for all students’ growth in Hong Kong secondary schools	23
A scoping review of research into mathematics classroom practices and affect	23
Directional ordering of positive teacher emotions and sense of efficacy: Within- and between-person perspectives	23
International schools in Cyprus as an arena of teacher-parent struggles: Teachers' perspectives	23
Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate	23
Editorial Board	23
What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom	23
Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies	23
The potential of transformational leadership and self-regulation for enhanced occupational well-being among early-career teachers	23
Critical consciousness development for teachers of multilingual learners: A cultural/linguistic immersion program shaping early teaching careers	22
Professional development in multicultural education: What can we learn from the Australian context?	22
Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective	22
360° Video in teacher education: A systematic review of why and how it is used in teacher education	22
Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany	22
Thinking through talk: Using dialogue to develop students’ critical thinking	22
Playful learning designs in teacher education and early childhood teacher education: A scoping review	22
Understanding professional identity development of second-career teachers: A longitudinal study	22
Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions & approaches to supporting model-based science teaching	22
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis	22
Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation	21
A set of effective mentoring standards. A theoretically and empirically-driven framework	21
Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom	21
Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786]	21
“The power of open dialogue”: Using normative case studies to facilitate ethical dilemmas discussions among school teachers	21
Teachers’ appreciation of autonomy as a personal interpretation of professional reality	21
A systematic review of teacher resilience: A perspective of the job demands and resources model	21
Editorial Board	21
Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?	21
Editorial Board	21
“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education	21
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities	21
Here ghost nothing: A novice teacher's letter to the ghosts that haunt them	21
“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education	21
Exploring discursive patterns in post-lesson mentoring conversations	20
Claiming and reclaiming the voice of the profession: Teacher educator policy advocacy through the lens of Bakhtin's theory of dialogism	20

The role of expertise in playful learning activities: A design-based self-study within teacher education aimed at the development of tabletop role-playing games	20
Preparing for peer-led productive professional discourse around classroom videos: In- and pre-service teachers	20
Teachers' professional growth in teaching students’ social scientific reasoning	20
“If I was better at managing all this”: The role of neoliberal logic in framing one teacher's narratives about accountability	20
“I hate that I didn’t know this”: Students’ reflections on (un)learning to evade imperialism	20
New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship	20
Finnish teacher students’ career choice motivations: A mixed methods study	20
Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”	20
A systematic review and meta-analysis of performance-based differences between expert and novice teachers across knowledge, skill, and judgment	20
Corrigendum to ‘Secondary school teachers' competencies for designing interdisciplinary teaching: Teachers' practical expertise’ [Teaching and Teacher Education 174 (2026) 105427/TATE_105427]	20
Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers	19
Teachers’ instructional responses to the COVID-19 pandemic	19
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China	19
Tensions in school context and teacher praxis in equity-oriented professional learning	19
Transforming Physical Education teaching through “MotivaDosEF”: A circumplex model-based training program with benefits for teachers and students	19
Effect of a person-centred, tailor-made, teaching practice-oriented training programme on continuous professional development of STEM lecturers	19
The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy	19
Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools	19
Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – A qualitative case study in England	19
Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist	19
Young adolescents’ lived experience with teacher-led classroom-based physical activity: A phenomenological study	19
When accommodations are not enough: A multi-study examination of teacher bias toward students with special educational needs across student gender	19
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study	19
Unboxing the black box: How Principal's regulatory focus shapes teacher innovative pedagogies	19
Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos	19
Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement	19
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences	19
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?	19
Care practices and care ethics at school and in teaching during Covid 19 pandemic	18
Corrigendum to ‘Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?’ [Teaching and Teacher Education 155 (2025) 104857]	18
What do secondary teachers think about digital games for learning: Stupid fixation or the future of education?	18
“I knew I had to leave”: A Bourdieusian analysis of why Teach For America teachers quit early	18
Experiential learning in entrepreneurship education: A systematic literature review	18
On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs	18
Editorial Board	18
Unlocking the potential of introduction to teaching courses through simulations	18
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority	18
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing	18
Identifying productive one-on-one coaching practices	18
Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate	18
Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024	18
Editorial Board	18
Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review	18
Searching for quality: Examining Pinterest as a resource for teachers of science	18
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice	18
Evaluating the impact of a digital competency-based placement model on STEM pre-service teachers’ digital competence and teaching experiences	18
Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study	18
Editorial Board	18
Teachers' roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures	17
Facework in teacher collaborative learning: Does choice of classroom representation matter?	17
Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?	17
Teachers' beliefs: How they shape the support offered to trans-spectrum young people.	17
Characteristics and causes of China's mathematics teaching paradigm	17
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program	17
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy	17
“How should I assess their writing? It’s a headache for me.”: Understanding teacher assessment literacy in the collaborative writing context	17
“Nae problem here”: Troubling race and racism in Scottish education	17
The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance	17
The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective	17
The role of emotion in Chinese preschool teachers’ identity construction	17
Exploring attitudes towards errors and frustration intolerance in pre-service teachers	17
Differentiating instruction: Understanding the key elements for successful teacher preparation and development	17
Conceptualising teacher wellbeing: A qualitative investigation with primary school teachers in England	17
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction	17
Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support	17
Conceptualising preparedness for practice: A scoping review of the experiences and perspectives of pre-service and early career teachers	17
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries	17
Editorial Board	17
A longitudinal study of Head Start teacher turnover trends and factors	17
‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education	17
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related	17
Editorial Board	17
Early childhood education and care teachers’ perceptions of school readiness: A research review	17
Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being	17
Attracting talented and committed students to the teaching profession. Student perspectives on teaching as a career	17
Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand	16
Career motivations and professional commitment of pre-service early childhood teachers in Indonesia	16
How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study	16
Supporting rural educators’ implementation quality of classroom management practices: A professional development study	16
Critical friends group as a continuing professional development model: Turkish teachers’ experiences	16
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice	16
Corrigendum to “Classroom peace circles: teachers' professional learning and implementation of restorative dialogue” [Teachingand Teacher Education 95 (2020) 103129].	16
Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement	16
Editorial Board	16
Promoting equity in civics education: Teaching marginalized students in Israel's remote areas	16
The emotional work of being a teacher educator and persisting through a pandemic	16
Studying curriculum orientations in teachers’ everyday practices: A goal systems approach	16
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination	16
The design and impact of professional development activities in a diverse international education reform context	16
Seeing the whole picture: Exploring the predictors of preschool teachers' intentions toward child-centred approach from a socio-psychological perspective	16
Validation of the narrative analysis category system for dual teacher education	16
Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands	16
Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project	16
The key competencies and components of teacher assessment literacy in digital environments: A scoping review	16
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme	16