OOIR: Observatory of International Research

Papers

(The TQCC of Teachers and Teaching is 4. 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 2020-10-01 to 2024-10-01.)

Article	Citations
Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study	75
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom?	40
Surveying and resonating with teacher concerns during COVID-19 pandemic	29
Teacher resilience matters: a buffering and boosting effect between job driving factors and their well-being and job performance	20
‘I think it’s been difficult for the ones that haven’t got as many resources in their homes’ : teacher concerns about the impact of COVID-19 on pupil learning and wellbeing	18
Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 Times	17
Growth mindset in the maths classroom: a key to teachers’ well-being and effectiveness	15
Educators’ experiences with student voice: how teachers understand, solicit, and use student voice in their classrooms	15
Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?	14
Teachers under stress during the COVID-19: cultural differences	13
Emotions in social interactions in pre-service teachers’ team practica	12
What constitutes teachers’ general pedagogical knowledge and how it can be assessed: A literature review	12
The quality conundrum in initial teacher education	12
Teachers as tutors, and tutors as teachers: blurring professional boundaries in changing eras	12
Associate Teachers’ views on dialogic mentoring	12
Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation	12
‘Stretched very thin’: the impact of COVID-19 on teachers’ work lives and well-being	12
Veteran teachers and digital technologies: myths, beliefs and professional development	12
A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction	12
A case study exploring primary teachers’ experiences of a STEM education school-university partnership	11
Parent–teacher relationships in school micropolitics: beginning teachers’ stories	11
Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic	11
Development of resilience among Chinese rural teachers: a social ecological perspective	10
The classroom in turmoil: teachers’ perspective on unplanned controversial issues in the classroom	10
A systematic review of school-based positive psychology interventions to foster teacher wellbeing	10

Managing classroom management preparation in teacher education	10
Pre-service teachers’ international study experiences or in-service teachers’ professional learning communities: what comes into play in Finnish teachers’ self-efficacy in multicultural classrooms?	10
Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures	9
Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency	9
Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England	8
Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms	8
‘The bread and butter of a difficult profession’: mentoring as a resource for teacher stress	8
How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine	8
Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment	8
Teachers’ beliefs and practices in culturally diverse schools: an empirical study in Southwest China	8
Students’ perceptions of assessment practices in upper secondary school during COVID-19	8
Match games: exploring the match between novice teachers and induction coaches	8
The role of school placement within research-based teacher education–through the eyes of science mentors	8
Emotions, identity, and commitment among early leavers in the United States of America	8
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS	7
Preservice teachers’ resilience during times of COVID-19	7
The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography	7
A scoping review of factors that influence career changers’ motivations and decisions when considering teaching	7
Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility	7
Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning	7
Towards a conceptual framework for Country-centred teaching and learning	6
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators	6
Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations	6
The being of a teacher: teacher pedagogical well-being and teacher self-care	6
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students	6
Developing credit based micro-credentials for the teaching profession: An Australian descriptive case study	6
Interacting with a screen – the deprivation of the ‘teacher body’ during the COVID-19 Pandemic	6
Teacher retention in challenging schools: please don’t say goodbye!	6
Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective	6
Exploring the ideal foreign language teacher profile in Spanish preschools: teacher education challenges	5
The impact of Philosophy for Children on teachers’ professional development	5
Moving beyond classroom teaching: a study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment	5
Patchworks of professional practices: Teacher collaboration in innovative learning environments	5
Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’	5
Time to flock: time together strengthens relationships and enhances trust to teach despite challenges	5
LGBTIQ+ issues in teacher education: a study of Spanish pre-service teachers’ attitudes	5
A devil’s bargain: teachers’ decision to transfer and moral injury	5
Design principles to support student learning in teacher learning groups	5
The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities	5
Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum	4
Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom	4
Educator preparation: a multi-discipline analysis of standards to promote critical thinking	4
Secondary school teachers’ self-efficacy for moral and character education and its predictors: a Hong Kong perspective	4
Preparing teachers for diversity: how are teacher education systems responding to cultural diversity – the case of Austria and Ireland	4
Learning from teachers like us: using video to move beyond ‘secret knowledge’ in Papua New Guinea elementary teacher professional development	4
Agency and professional identity among mobile teachers: how does the experience of teaching abroad shape teachers’ professional identity?	4
Reconsidering the dual purposes of teacher evaluation	4
The subordination of teacher identity: ethical risks and potential lines of flight	4
Are you positive that you’re positive?: The downside to maintaining positivity as a first-year teacher	4
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	4

New curriculum towards Big ideas in science education	4
Teacher education policy making during the pandemic: shifting values underpinning change in England?	4
Conceptualizing teacher resilience: a comprehensive framework to articulate the research field	4
The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education	4
Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis	4