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 2020-04-01 to 2024-04-01.)

Article	Citations
Emotion regulation and need satisfaction shape a motivating teaching style	56
Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study	54
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom?	29
Surveying and resonating with teacher concerns during COVID-19 pandemic	22
Teacher education policy to improve teacher quality: Substantive reform or just another hurdle?	17
Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 Times	17
Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes	16
The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools	15
Teacher resilience matters: a buffering and boosting effect between job driving factors and their well-being and job performance	14
‘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	14
When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers	14
Teachers under stress during the COVID-19: cultural differences	14
How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China	13
Growth mindset in the maths classroom: a key to teachers’ well-being and effectiveness	11
Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?	10
Sedimented professional identities: early childhood education pre-service teachers	10
The quality conundrum in initial teacher education	10
A case study exploring primary teachers’ experiences of a STEM education school-university partnership	10
Educators’ experiences with student voice: how teachers understand, solicit, and use student voice in their classrooms	10
Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic	9
The classroom in turmoil: teachers’ perspective on unplanned controversial issues in the classroom	9
Teachers as tutors, and tutors as teachers: blurring professional boundaries in changing eras	9
Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures	9
Associate Teachers’ views on dialogic mentoring	9
A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction	8

Parent–teacher relationships in school micropolitics: beginning teachers’ stories	8
‘Stretched very thin’: the impact of COVID-19 on teachers’ work lives and well-being	8
Managing classroom management preparation in teacher education	8
A systematic review of school-based positive psychology interventions to foster teacher wellbeing	8
Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency	8
Veteran teachers and digital technologies: myths, beliefs and professional development	7
Leveraging student-centred teaching practices by authentic simulations environment and self-regulated learning	7
Augmenting the effect of professional development on effective instruction through professional communities	7
Emotions, identity, and commitment among early leavers in the United States of America	7
Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England	6
What constitutes teachers’ general pedagogical knowledge and how it can be assessed: A literature review	6
Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment	6
Emotions in social interactions in pre-service teachers’ team practica	6
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS	6
Developing inter-collegial friendships to sustain professional wellbeing in the academy	6
Match games: exploring the match between novice teachers and induction coaches	6
Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.	6
Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations	6
Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility	5
The being of a teacher: teacher pedagogical well-being and teacher self-care	5
Teachers’ beliefs and practices in culturally diverse schools: an empirical study in Southwest China	5
The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities	5
Moving beyond classroom teaching: a study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment	5
‘The bread and butter of a difficult profession’: mentoring as a resource for teacher stress	5
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?	5
Interacting with a screen – the deprivation of the ‘teacher body’ during the COVID-19 Pandemic	5
A devil’s bargain: teachers’ decision to transfer and moral injury	5
The role of school placement within research-based teacher education–through the eyes of science mentors	5
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students	5
Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis	4
Students’ perceptions of assessment practices in upper secondary school during COVID-19	4
Exploring the ideal foreign language teacher profile in Spanish preschools: teacher education challenges	4
Teacher education policy making during the pandemic: shifting values underpinning change in England?	4
Development of resilience among Chinese rural teachers: a social ecological perspective	4
Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms	4
Decomposing the observation-based coaching process: the role of coaches in supporting teacher learning	4
Learning from teachers like us: using video to move beyond ‘secret knowledge’ in Papua New Guinea elementary teacher professional development	4
Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom	4
Design principles to support student learning in teacher learning groups	4
Towards a conceptual framework for Country-centred teaching and learning	4
Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators	4
Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation	4
How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine	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
Teacher retention in challenging schools: please don’t say goodbye!	4
A scoping review of factors that influence career changers’ motivations and decisions when considering teaching	4