Teaching and Teacher Education

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
Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis	60
"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion	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
Editorial Board	51
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses	51
Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention	51
Profiles of teaching practices and teacher co-operation: A person-centered approach in multilevel context	50
Compelling cases: The complexities of a paraprofessional becoming a teacher	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

Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing	43
From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics	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
Mindfulness-based interventions for stress and burnout in teachers: A systematic review	35
Learning silence and passivity: Novice teacher's participation in teaching community	35
Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning	35
A network approach to understanding the antecedents of teachers’ turnover intention: Linking job and personal resources, work engagement and burnout	35
“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	34
Attitudes toward Direct Instruction in Western Australian primary and secondary schools	34
Beyond awareness: Social justice agents and preservice teacher possible selves	34
Future physical education teachers’ perceptions of sustainability	33
K-12 world language teachers’ use of conferences as professional development	33
The aims and meaning of teaching as reflected in high-impact reviews of teaching research	32
Working within trans-affirmative, anti-trans, and cisnormative storylines: The experiences of transgender and non-binary teachers	32
Child case studies: Leading the way to inclusion	32
Reflection on teaching action and student learning	32
“What are we doing?”: Teacher role confusion in mental health literacy instruction	31
Measuring teacher noticing: A scoping review of standardized instruments	31
Teaching and AI in the postdigital age: Learning from teachers’ perspectives	31
Resilience and mental health in practicing chilean teachers during the pandemic	31
Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China	31
Teacher professional development pattern in virtual social networks: A grounded theory approach	31
Fostering Chinese preservice teachers’ global competence through inquiry learning in glocalised educational contexts	31
Interactions between kindergarten teachers and parents in cases of known or suspected child sexual abuse: Barriers, coping styles, and socio-cultural influences	30
Data, datafication and data citizenship: Managing, moderating and ameliorating testing in Singapore	29
Micro-credentialing as an approach to educator professional learning: Voices from developers, pursuers, and assessors	29
Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance	29
Teachers’ responses to bullying: A person-centered approach	29
The attitude of Ethiopian secondary school teachers towards the teaching profession	29
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis	29
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward	29
Exploring the potential and challenges of applying multiple intelligences theory in Chinese music education	29
Editorial Board	29
Australian teachers’ conceptualisations of wellbeing at work: A prototype analysis	29
A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'	29
Learning the rules and then disrupting them: LGBQ Spanish language teachers’ resistance to heteronormativity	29
Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised	28
“Should I change myself or not?”: Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining	28
Pedagogical content knowledge in material-based lesson planning of preservice biology teachers	28
A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity	28

Teacher dilemmas as sources of change and development	28
CLIL teacher assessment literacy: A scoping review	27
Teachers’ collective learning: To what extent do facilitators stimulate the use of social context, theory, and practice as sources for learning?	27
Learning to ask their own questions: How elementary students develop social studies inquiry questions	27
“If you are aware of something, you can do something about it”: Investigating the lasting effects of an implicit bias training activity.	27
Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance	27
Exceptionalist narratives and faceless clip art: Critically analyzing Indigenous history resources found on online curriculum marketplaces	27
Editorial Board	27
A family-school-community partnership supporting play-based learning: A social capital perspective	26
Narrative inquiry and anti-racist teaching: Considering foundational questions about (re)storying in struggles for racial justice	26
Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China	26
Teacher self-efficacy sources during secondary mathematics initial teacher education	25
Measuring the multidimensionality of educators' approaches to diversity: Development of the in-service teacher multicultural education model	25
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	25
Measuring pre-service teachers’ decision-making in classroom management: A video-based assessment approach	25
Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending	25
Divided by language: A systematic review of teacher views in segregated language learning settings	24
Developing the Teacher mentoring self-efficacy scale (TMSES) using the Delphi method and exploratory factor analysis	24
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills	24
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	23
Collaborative spirit: Understanding distributed leadership practices in and around teacher teams	23
Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief	23
Desirable uncertainty in science teaching: Exploring teachers’ perceptions and practice of using student scientific uncertainty as a pedagogical resource	23
Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model	23
‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement	23
Practice-based 21st-century teacher education: Design principles for adaptive expertise	23
Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching	23
Archetypes and corrective representations: Navigating neoliberal multiculturalism as aspiring Mexican-American teachers	22
Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation	22
Social cohesion for societal prosperity: Teachers' inclusive development of career education for all students’ growth in Hong Kong secondary schools	22
Editorial Board	22
Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies	22
A bibliometric analysis of alternative routes to teaching: Scope, development, and topical foci	22
Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom	22
International schools in Cyprus as an arena of teacher-parent struggles: Teachers' perspectives	22
Navigating a pathway of professional learning: Travelling the Hero's journey with first year pre-service teachers	22
Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality	22
Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective	22
Understanding professional identity development of second-career teachers: A longitudinal study	22
A scoping review of research into mathematics classroom practices and affect	22
Complexities in social justice teacher preparation: A CHAT analysis of a preservice teacher navigating university and school contexts	22
Measuring the use of inclusive practices among pre-service educators: A multi-national study	21
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis	21
Critical consciousness development for teachers of multilingual learners: A cultural/linguistic immersion program shaping early teaching careers	21
Experiential learning in U.S. undergraduate teacher preparation programs: A review of the literature	21
In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum	21
Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice	21
Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate	21
360° Video in teacher education: A systematic review of why and how it is used in teacher education	20
Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany	20
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction	20
The value of tiered mentorship for teacher candidates committed to working in under-resourced schools and communities	20
Affective learning for effective learning? Data, numbers and teachers’ learning	20
Once a teacher always a teacher: The stories of two art educators who left public schools	20
A systematic review of teacher resilience: A perspective of the job demands and resources model	20
Playful learning designs in teacher education and early childhood teacher education: A scoping review	20
“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education	20
Ode to joy: The impact of enjoyment on pre-service teacher persistence	20
Teachers’ appreciation of autonomy as a personal interpretation of professional reality	20
Thinking through talk: Using dialogue to develop students’ critical thinking	20
Preparing for physical literacy: Exploring pre-service teachers’ training and understanding	20
Noticing as reasoning in Lesson Study teams in initial teacher education	19
Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?	19
Corrigendum to “On the whitewashing of third space, or don't cite this article” [Teaching and Teacher Education, 152 (2024)/ 104786]	19
New roles for science teachers: A cultural-historical activity theory intervention to support education for health, wellbeing, and citizenship	19
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences	19
Professional development in multicultural education: What can we learn from the Australian context?	19
Personal deficiency, racism, or culture clash?: Teacher candidates' beliefs about why racial discipline disparities exist	19
Teachers' professional growth in teaching students’ social scientific reasoning	19
Here ghost nothing: A novice teacher's letter to the ghosts that haunt them	18
Exploring what teachers notice about students' interactional dynamics during collaborative mathematics problem-solving and their connections to instructional practice	18
Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers	18
Young adolescents’ lived experience with teacher-led classroom-based physical activity: A phenomenological study	18
Editorial Board	18
“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	18
Teachers’ experiences of school-based support in their work with shy students	18
The effect of argumentation-based inquiry on preservice teachers’ understanding of the nature of science, inquiry, and scientific literacy	18
Identifying productive one-on-one coaching practices	18
Teachers’ instructional responses to the COVID-19 pandemic	18
Ukrainian teachers’ stress and coping during the war: Results from a mixed methods study	18

How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden?	18
Editorial Board	18
Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos	18
Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study	18
Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate	18
Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”	18
Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement	18
“The power of open dialogue”: Using normative case studies to facilitate ethical dilemmas discussions among school teachers	17
Finnish teacher students’ career choice motivations: A mixed methods study	17
Effect of a person-centred, tailor-made, teaching practice-oriented training programme on continuous professional development of STEM lecturers	17
Unboxing the black box: How Principal's regulatory focus shapes teacher innovative pedagogies	17
Claiming and reclaiming the voice of the profession: Teacher educator policy advocacy through the lens of Bakhtin's theory of dialogism	17
How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China	17
Exploring discursive patterns in post-lesson mentoring conversations	17
“If I was better at managing all this”: The role of neoliberal logic in framing one teacher's narratives about accountability	17
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	17
Experiential learning in entrepreneurship education: A systematic literature review	17
“I knew I had to leave”: A Bourdieusian analysis of why Teach For America teachers quit early	17
Tensions in school context and teacher praxis in equity-oriented professional learning	17
Sustainable positive psychology interventions enhance primary teachers’ wellbeing and beyond – A qualitative case study in England	17
Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools	16
On “nature” and “nurture”: Black Educators’ backgrounds, teacher education experiences, and race-related pedagogical beliefs	16
Editorial Board	16
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority	16
Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support	16
‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education	16
A longitudinal study of Head Start teacher turnover trends and factors	16
Celebrating 40 Years of Teaching and Teacher Education (1985–2025): Top five cited articles 2019–2024	16
Editorial Board	16
Editorial Board	16
The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective	16
Conceptualising teacher wellbeing: A qualitative investigation with primary school teachers in England	16
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy	16
“Nae problem here”: Troubling race and racism in Scottish education	16
Corrigendum to ‘Unpacking Japan's teacher professional development support documents: Strongly framed insights or lacking depth?’ [Teaching and Teacher Education 155 (2025) 104857]	16
Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being	16
Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review	16
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related	16
Searching for quality: Examining Pinterest as a resource for teachers of science	15
Teachers' roles in facilitating, delimiting, and balancing student participation rights: The case of democratic (open) schools’ disciplinary procedures	15
Teachers' beliefs: How they shape the support offered to trans-spectrum young people.	15
Investigating the selection process for initial English teacher education: Turkey	15
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction	15
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries	15
What do secondary teachers think about digital games for learning: Stupid fixation or the future of education?	15
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing	15
Early childhood education and care teachers’ perceptions of school readiness: A research review	15
The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance	15
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision	15
Care practices and care ethics at school and in teaching during Covid 19 pandemic	15
Examining preservice teachers' understanding of slope through posing problems and embedding learning in real-world contexts	15
Editorial Board	15
Unlocking the potential of introduction to teaching courses through simulations	15
The role of emotion in Chinese preschool teachers’ identity construction	15
Learning to self-regulate the professional work outside the classroom: A resource for novice teachers?	15
Differentiating instruction: Understanding the key elements for successful teacher preparation and development	15
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies	15
Characteristics and causes of China's mathematics teaching paradigm	15
Editorial Board	15
Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation	15
Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program	15
Facework in teacher collaborative learning: Does choice of classroom representation matter?	15
Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses	15
Attracting talented and committed students to the teaching profession. Student perspectives on teaching as a career	15
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom	15
The emotional work of being a teacher educator and persisting through a pandemic	14
Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher	14
Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination	14
Validation of the narrative analysis category system for dual teacher education	14
Editorial Board	14
The moral identity profiles of inspiring social studies teachers	14
Exploring attitudes towards errors and frustration intolerance in pre-service teachers	14
How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study	14
Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands	14
The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions	14
Editorial Board	14
Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea	14
Chinese primary school teachers’ working time allocation after the enactment of the “Double Reduction” policy: A mixed-methods study	14
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme	14
Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research	14
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice	14
University lecturers as change agents: How do they perceive their professional agency?	14
The design and impact of professional development activities in a diverse international education reform context	14
Studying curriculum orientations in teachers’ everyday practices: A goal systems approach	14
Factors predicting vocational teachers’ transfer of learning: A quantitative study in the context of work placement	14
Common ground is not enough: The situated and dynamic process of collaboration in a multiagency teacher professional development project	14
Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand	14
Critical friends group as a continuing professional development model: Turkish teachers’ experiences	14
Promoting equity in civics education: Teaching marginalized students in Israel's remote areas	14
Feedback in K-12 and higher education: Educators’ perspectives	14
Assessment practices of teachers in Myanmar: Are we there yet?	14
The implementation of critical thinking development strategies into technology education: The evidence from Slovakia	14
Corrigendum to “Classroom peace circles: teachers' professional learning and implementation of restorative dialogue” [Teachingand Teacher Education 95 (2020) 103129].	14
Elementary science professional development to impact learning across the curriculum	13
Improving the oral language skills of elementary school students through video-recorded performances	13