Teaching and Teacher Education

Article	Citations
Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit	219
A new framework for teachers’ professional development	122
Teacher burnout explained: Teacher-, student-, and organisation-level variables	117
How and why are educators using Instagram?	110
Do teachers’ years of experience make a difference in the quality of teaching?	93
Self-determination theory in physical education: A systematic review of qualitative studies	87
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19	79
Digital learning in schools: What does it take beyond digital technology?	74
Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review	74
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review	67
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout	67
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices	64
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms	56
Exploring livestream English teaching anxiety in the Chinese context: An ecological perspective	55
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education	53
Partnerships as third spaces for professional practice in initial teacher education: A scoping review	52
The role of motivations and perceptions on the retention of inservice teachers	52
Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing	47
The impact of an online stress intervention on burnout and teacher efficacy	46
Teachers’ professional development in formal online communities: A scoping review	43
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration	42
Teacher educators’ task perception and its relationship to professional identity and teaching practice	42
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?	41
Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning	41
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course	41

Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest?	40
Teacher coping profiles in relation to teacher well-being: A mixed method approach	39
Social and emotional learning in teacher preparation: Pre-service teacher well-being	37
‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development	37
Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change	37
Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice	36
Teachers’ emotional labor in response to daily events with individual students: The role of teacher–student relationship quality	35
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds	35
Being pushed out of the career: Former teachers' reasons for leaving the profession	34
Teachers’ perceptions of emotional display rules in schools: A systematic review	34
Can teachers implement a student-centered dialogical argumentation method across the curriculum?	33
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions	32
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition	32
A brief mindfulness-based intervention (bMBI) to reduce teacher stress and burnout	32
Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis	32
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands	32
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies	31
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction	31
Early career teacher retention intention: Individual, school and country characteristics	31
A virtual coaching model of professional development to increase teachers' digital learning competencies	31
Measuring the use of inclusive practices among pre-service educators: A multi-national study	31
Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence	31
Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences	30
An international perspective on teacher self-efficacy: Personal, structural and environmental factors	30
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands	30
Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes	29
Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?	29
Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects	28
Experiential learning in entrepreneurship education: A systematic literature review	28
Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being	28
Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?	28
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland	28
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being	28
Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition	28
Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus	27
Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change	27
How am I a creative teacher? Beliefs, values, and affect for integrating creativity in the classroom	27
Teacher well-being: Voices in the field	27
Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment	26
Young People’s health-related learning through social media: What do teachers need to know?	26
When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks	26
How does learners’ behavior attract preservice teachers’ attention during teaching?	26
Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK	26
Teachers activating learners: The effects of a student-centred feedback approach on writing achievement	26
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education	26
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms	25
Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction	25
TeachTok: Teachers of TikTok, micro-celebrification, and fun learning communities	24
Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect	24
An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms	24

Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco	23
The interplay of five elements of influence on educators’ PLN actions	23
Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures	23
Teacher well-being in the classroom: A micro-longitudinal study	23
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment	22
Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis	22
The teachers’ lounge and the debate hall: Anonymous self-directed learning in two teaching-related subreddits	22
Achievement of learners receiving UDL instruction: A meta-analysis	22
Linking school organizational characteristics and teacher retention: Evidence from repeated cross-sectional national data	22
Teachers’ technology use for teaching: Comparing two explanatory mechanisms	22
Tools for the school-based mentoring of pre-service teachers: A scoping review	22
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction	21
Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness	21
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis	21
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption	21
Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum	21
Person-organization fit and first-year teacher retention in the United States	21
Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel	21
A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course	21
Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data	21
How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation	21
Conceptualizing the work of facilitating practice-embedded teacher learning	21
Towards a coordinated vision of ICT in education: A comparative analysis of Preschool and Primary Education teachers’ and parents’ perceptions	20
“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program	20
A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey	20
Teachers as transformative agents in changing school culture	19
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies	19
Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language	19
The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation	19
Special development: The nature, content, and structure of special education teachers’ professional learning opportunities	19
Toward a critical posthuman understanding of teacher development and practice: A multi-case study of beginning teachers	19
Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education	19
Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators	19
The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons	18
Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest	18
Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice	18
Preservice teacher professional commitment: A conceptual model and literature review	18
Attitudes of teachers in Bulgarian kindergartens towards inclusive education	18
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching	18
Professional development in self-regulated learning: Shifts and variations in teacher outcomes and approaches to implementation	18
Applying structural equation modelling to research on teaching and teacher education: Looking back and forward	18
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators	18
Predictors and outcomes of teachers’ burnout trajectories over a seven-year period	17
Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong	17
Teacher preparation for social justice: A synthesis of the literature, 1999–2019	17
From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context	17
The great resignation in higher education: An occupational health approach to understanding intentions-to-quit for faculty in higher education	17
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills	17
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia	17
The impact of mentoring on a non-native immigrant teacher’s professional development	17
Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being	17
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital	17
Connecting teacher collaboration to inclusive practices using a social network approach	17
Measuring teacher noticing: A scoping review of standardized instruments	16
Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia	16
Exploring Factors associated with the implementation of student-centered instructional practices in U.S. classrooms	16
To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform	16
Testing the model of double stimulation in a Change Laboratory	16
Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app	16
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers	16
“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations	16
The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions	16
Fostering creativity in science learning: The potential of open-ended student drawing	16
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers	16
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
Imagined professional identity: A narrative inquiry into a Chinese teacher’s perezhivaniya in life	16
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements	16
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective	16
Legitimising teacher identity: Investment and agency from an ecological perspective	16
“Doing authentic research” with artifacts to facilitate teacher learning across multiple communities	15
Shifting to student-centered learning: Influences of teaching a summer service learning program	15
Why do they stay? An exploratory analysis of identities and commitment factors associated with teaching retention in high-need school contexts	15
A bibliometric analysis of the teacher leadership scholarship	15
Framing pre-service English language teachers’ identity formation within the theory of alignment as mode of belonging in community of practice	15
Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages	15
The effects of differentiated instruction on teachers’ stress and job satisfaction	15
Teachers’ work and positionings in relation to newly arrived students in Sweden	15
Changes over time in the professional identity tensions of Dutch early-career teachers	15
Metaphorically drawing the transition into teaching: What early career teachers reveal about identity, resilience and agency	15
In-service teachers’ knowledge building during face-to-face collaborative learning	15

Understanding self perceptions of wellbeing and resilience of preservice teachers	15
Arts-based teaching and learning in teacher education: “Crystallising” student teachers' learning outcomes through a systematic literature review	15
Teacher collaboration networks as a function of type of collaboration and schools’ structural environment	15
I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective	15
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs	15
Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial	14
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university	14
Novice language teacher emotion labor and identity construction: A community of practice perspective	14
Teaching in the periphery: Teacher identity in community language schools	14
The Conforming, The Innovating and The Connecting Teacher: A qualitative study of why teachers in lower secondary school adopt physically active learning	14
“You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners	14
Teacher dilemmas as sources of change and development	14
Content-specific noticing: A large-scale survey of mathematics teachers’ noticing	14
Making sense of early-career teacher support, satisfaction, and commitment	14
Work until you drop: Effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers	14
Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?	14
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction	14
The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic	14
“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	14
Transitioning into TVET schools: An exploration of second career teachers’ entry profiles	14
Construction and deconstruction of student teachers’ professional identity: A narrative study	14
A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools	14
Challenging approaches: Sharing and responding to weak digital heuristics in class discussions	14
Comparison of teachers in France and in Quebec working with autistic students: Self-efficacy, stress, social support, coping, and burnout	14
What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.	14
Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education	13
Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions	13
Toward the automated analysis of teacher talk in secondary ELA classrooms	13
Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research	13
Playful learning designs in teacher education and early childhood teacher education: A scoping review	13
Coaching to support teacher technology integration in elementary classrooms: A multiple case study	13
German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience	13
“We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions	13
The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices	13
How do technological changes in formal education shape the social roles of teachers who are mothers?	13
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers	13
Teaching matters: A longitudinal study of mathematics teachers’ knowledge growth	13
International teacher education programme as a narrative space for teacher identity reconstruction	13
Professional development in multicultural education: What can we learn from the Australian context?	13
Integrating the discourse on teachers and design: An analysis of ten years of scholarship	13
Teacher educators’ professional agency in facilitating professional digital competence	13
“Becoming” a mentor between reflective and evaluative discourses: A case study of identity development	13
The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education	13
From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices	13
Secondary school teachers' experiences with classroom-based physically active learning: “I'm excited, but it's really hard”	13
Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic	13
How to support young children's interest development during exploratory natural science activities in outdoor environments	13
Self-study in Teaching and Teacher Education: Characteristics and contributions	13
Promoting occupational health and teaching quality: The impact of a mindfulness intervention in teacher training	13
Exploring the foci and depth of coach-teacher interactions during modeled lessons	12
School-based mentor teachers as boundary-crossers in an initial teacher education partnership	12
Teacher visioning: A systematic review of the literature	12
Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay	12
Teachers connecting with rural students and places: A mixed methods analysis	12
Developing an instrument to assess pedagogical content knowledge for biological socioscientific issues	12
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education	12
Using social media in pre-service teacher education: The case of a program-wide Twitter hashtag	12
Consequential change: Teachers scale project-based learning in English language arts	12
Evaluation of a bibliotherapy-based stress intervention for teachers	12
Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making	12
From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students	12
Supporting prospective mathematics teachers’ planning and teaching technology-based tasks in the context of a practicum course	12
The impact of study abroad on pre-service and in-service teachers’ intercultural competence: A meta-analysis	12
Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism	11
Examining agency as teachers use mathematics curriculum resources: How professional contexts may support or inhibit student-centered instruction	11
First experiences of teaching EFL in metaphors	11
A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'	11
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators	11
Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging	11
Teaching immigrant students: Finnish teachers' understandings and attitudes	11
Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms	11
The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching	11
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study	11
Family school partnership discourse: Inconsistencies, misrepresentation, and counter narratives	11
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills	11
Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development	11
A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education	11
Assessing preservice elementary teachers’ conceptual understanding of scientific literacy	11
When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning	11
In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program	11
Evaluating a training of emotional competence for pre-service teachers	11
Pedagogical content knowledge in material-based lesson planning of preservice biology teachers	11
Teachers using technology for co-teaching and crowdsourcing: The case of Global Read Aloud collaboration	11
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development	11
The conflict between inclusive education and the selection function of schools in the minds of French teachers	11
“That’s the whole idea of college readiness”: A critical examination of universal Pre-K teachers’ understandings around kindergarten readiness	10
Facilitating teacher learning in professional learning communities through action research: A qualitative case study in China	10
Toward a pedagogy for slow and significant learning about assessment in teacher education	10
Elementary teacher characteristics, experiences, and science subject matter knowledge: Understanding the relationships through structural equation modeling	10
Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective	10
Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?	10
Student experiences of inclusive education in secondary schools: A systematic review of the literature	10
More is less: Homeroom teachers' administrative duties and students' achievements in China	10
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic	10
“It should be helping me improve, not telling me I'm a bad teacher”: The influence of accountability-focused evaluations on teachers' professional identities	10