OOIR: Observatory of International Research

Papers

(The TQCC of Teachers and Teaching is 5. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Does community matter?: a study on rural chinese teachers’ turnover	33
Inside the game of teacher education: seeing and sharing the troublesome and delightful dimensions of the field	31
‘The grass is greener where you water it’: nurturing relationships and witnessing learning as sources of teacher joy amidst stress for early childhood teachers in the United States	23
Can older teachers better handle crises? Overload feelings and work seepage into the private space during the COVID-19 pandemic	19
A psychosocial reading of teacher agency	18
Teacher development in an evolving online professional learning community: an action research study	18
Teacher education and early teaching career	18
Factors affecting teachers’ self-efficacy in teaching in primary education	18
Are you positive that you’re positive?: The downside to maintaining positivity as a first-year teacher	18
Philosophising with children – learning to live with uncertainty as a condition of human life and a challenge for teaching and learning	17
Communicating in primary science: exploring the reported language practices of Australian primary teachers	16
Teachers with religious commitments in religiously affiliated schools: caution and connection	16
The quality conundrum in initial teacher education	16
Exploring teacher–parent relationships in times of Covid-19: teachers’ expectations and parental home-schooling strategies in a Flemish context	16
Acceptance of gay and lesbian people among Polish teachers: the roles of intergroup contact and belief in LGBT conspiracy ideology	16
‘One doesn’t just move online’: an intersectional analysis of teachers’ response to the crisis of pandemic teaching	16
The phenomenon of uncertainty as an opportunity, challenge and characteristic in the field of physical education: a systematic review	15
The conflicted role of uncertainty in teaching and teacher education	15
Culturally responsive teacher education: do we practice what we preach?	14
Keeping students close or afar? Whom, how and what for	14
Teaching English to multilingual immigrant students: understanding teachers’ beliefs and practices	14
Associations between childhood trauma, perceived resilience, and teacher burnout	13
Seeking the cosmopolitan teacher: internationalising curricula in a Canadian preservice teacher education program	13
‘It didn’t feel like something extra we had to do; it was something we all looked forward to’ - how school-based professional learning communities can reimagine teacher professional learning for inclu	12
Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence	12

Effectiveness of teachers’ professional development in Dalits’ opportunities for capability development in Nepal	12
Emotional, behavioural, and conceptual dimensions of teacher-parent simulations	12
Blurred discourses of professionalism in teacher education institutions	12
The teacher as double agent: performative compliance, allegiance and survival in the contemporary classroom	12
Publisher’s Note	12
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS	11
Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties	11
Racial microaggressions on the initial teacher education programmes: implications for minority ethnic teacher retention	11
Secondary school teachers’ self-efficacy for moral and character education and its predictors: a Hong Kong perspective	11
Critical thinking in the national curriculum and teacher education in South Korea: a missing link	11
Teacher collaboration and innovative learning spaces in New Zealand	10
Diagnosing and treating parents: a new perspective on teacher-parent relationships	10
Using found poetry to explore creativity in the professional lives of English teachers	10
There are still more black boys in the office: educators’ perspectives on racial discipline disparities after restorative justice implementation	10
Examining teachers’ navigation of their professional identities in flexible learning spaces	10
Development of resilience among Chinese rural teachers: a social ecological perspective	10
Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality	9
Looking back to move forward: re-examining “alternative” certification as a site for teacher learning	9
Learning through perplexities in inquiry-based learning settings in teacher education	9
What’s an innovation? Capitalising on disruptive innovation in higher education	9
Layering identities as artist, advocate, and theatre educator: reflecting beyond experiences	8
Constructions of quality: Australian Childhood Education and Care (ECEC) services during COVID-19	8
Agency and professional identity among mobile teachers: how does the experience of teaching abroad shape teachers’ professional identity?	8
Understanding why Western expatriate teachers choose to work in non-traditional international schools in Vietnam	8
Breaking down the walls of the ‘Ivory Tower’: critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice	8
School and social educational vulnerability in Chile: experiences and preparedness of novice teachers of English	8
Editorial note	7
The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education	7
Mining for gold and finding only nuggets: attempting a rapid systematic review, on trust in higher education IBL classrooms	7
STEAM in early childhood education: teachers’ curriculum design thinking and implementation self-efficacy	7
Teacher collaboration: how conditions of accountability shape teachers’ autonomy, responsibilities, and relationships	7
Understanding factors related to teacher job performance during the COVID-19 pandemic: the mediating role of emotional well-being	7
Moving towards preservice teachers’ implementation of universal design for learning: the central role of self-efficacy	7
Educating for uncertainty in what is certainly an uncertain world	6
The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities	6
Gender bias and gender equality beliefs in teaching efficacy profiles of Finnish physical education teachers	6
Teachers’ perceptions of what knowledge they need to foster their multicultural competence: what are the implications for in-service teacher education programmes?	6
Changed for the better: positive teacher experiences with COVID-19 driven changes	6
Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction	6
Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses	6
Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective	6
An audit of commercialisation and outsourcing across the primary school curriculum	6
COVID-19 influencing preschool practice in Iceland: ‘we now have the opportunity to stop and observe what is happening’	6
Still standing: an ecological perspective on teachers remaining in hard-to-staff schools	6
Technology Integration as a Spectrum: integrating technology in early childhood classrooms	6
Professional development programmes on playful learning for early childhood teachers: a systematic review	5
Integrating mentoring and instruction: teachers’ perceptions of their professional role in different educational contexts	5
Tutors’ relational professionalism and care-based personalisation in Italy: facilitating innovation in a formalist school culture	5
Teachers’ beliefs and practices in culturally diverse schools: an empirical study in Southwest China	5
Teaching bodies: movement-based performing arts as an approach to embodied education in secondary teacher training	5

Knowing when to step in: linking teachers’ behavioural responses to workplace dissatisfaction with intent to leave	5
Dispelling Deficit Framing: Investigating Preservice Teacher Beliefs About the Intersections between Literacy Instruction and Culturally Relevant Pedagogy	5
An investigation into the dynamicity of pre-service language teachers’ well-being trajectories: a classroom-based study	5
Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning	5
Algorithmic futures: an analysis of teacher professional digital competence frameworks through an algorithm literacy lens	5
‘To teach or not to teach?’ An exploration of the career choices of educational professionals	5
Co-constructed engagement with Australian Aboriginal families in early childhood education	5
Wellbeing under threat: Multiply marginalized and underrepresented teachers’ intersecting identities	5
Educational research, epistemology and the desideratum of doubt. Unpacking the complexities of the marshy divide	5
Preparing teachers for diversity: how are teacher education systems responding to cultural diversity – the case of Austria and Ireland	5
Guest editorial: the drive for equity and quality during the pandemic era: considerations and implications for teachers and teaching	5
The role of school placement within research-based teacher education–through the eyes of science mentors	5
Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research	5
The classroom in turmoil: teachers’ perspective on unplanned controversial issues in the classroom	5