Asia-Pacific Journal of Teacher Education

Papers
(The TQCC of Asia-Pacific Journal of Teacher Education is 3. 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.)
ArticleCitations
Teacher education between principle, politics, and practice: A statement from the new editors of the Asia-Pacific Journal of Teacher Education27
School-based Indigenous cultural programs and their impact on Australian Indigenous students: a systematic review.16
It’s all just a little bit of history repeating: 40 years of political review and reform in teacher education14
The Aboriginal voices project: findings and reflections11
“I may sound like a native speaker…but I’m not”: identities of Korean English teachers with border-crossing experience11
Teacher professional learning and development: linear discourses and complexities of teacher learning10
Building teacher professional capabilities through transformative learning9
From teacher to teacher-researcher: A narrative inquiry into a language teacher becoming an agent of motivational strategies8
Immigrant teachers’ experience of professional vulnerability7
ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship7
Teacher performance assessments in the early childhood sector: wicked problems of regulation7
Partnership or prescription: a critical discourse analysis of HEI-school partnership policy in the Republic of Ireland6
Call for papers: A new agenda for teacher education research6
Teacher education policy: part of the solution or part of the problem?6
Using zone theory to understand teacher identity as an embedder-of-numeracy: an analytical framework6
Special issue editorial: systematic reviews in Indigenous education5
Working towards LGBTIQ-inclusive education: perceptions of pre-service teachers’ comfort and emotional experience5
Culturally responsive teaching efficacy in inclusive education at Taiwanese preschools5
The potential of online technologies in meeting PLD needs of rural teachers5
Critical review of research on teacher knowledge building: towards a conceptual framework4
Arduous admissions and a precarious profession: student teachers’ pre-admission demotives4
Teaching, teachers, and teaching resources in mathematics education research4
Teachers’ mediation in students’ development of cognition and metacognition4
Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning4
The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England4
Controversial issues in the Australian educational context: dimension of politics, policy and practice4
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere4
Fluctuations in the professionality and professionalism of the teaching profession in Japan: a perspective against the “learnification” of teacher education3
Teachers at the speed of light: alternative pathways into teaching and implications for social justice3
Constructing professional identities in new figured worlds: Foreign language teachers transitioning to English teaching in Vietnam3
International service learning: benefits, challenges and experiences of pre-service teachers3
How are teacher shortages in hardest-to-staff schools represented in (inter)national policy documents from England and Australia?3
Taking “Asia Pacific” seriously: some uncomfortable questions about editingAPJTE3
Probing the gap between policy and practice in initial early childhood teacher education in australia in relation to education for sustainability3
Teacher educators as public intellectuals: exploring possibilities3
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway3
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