OOIR: Observatory of International Research

Papers

(The median citation count of Professional Development in Education is 1. 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
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	28
Editorial: professional learning for praxis development	23
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	20
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	20
PLC tools: promoting learning about learning in a teachers’ professional community	19
Schools that learn to improve student learning: the effectiveness of schools as PLCs	19
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	19
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	19
Teacher professionalism towards transformative education: insights from a literature review	19
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	17
Beyond tick boxes: re-imagining education for sustainable development in higher education	16
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	16
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	14
Professional learning for praxis development: reflections	14
The case of the model classroom: cognition and authenticity in teacher professional development	13
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	12
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	11
Professional development in teacher education through international collaboration: when education reform hits Ukraine	11
Self-initiated online communities of teachers as an expanded meso space	11
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	10
Why does teacher learning vary in professional development? Accounting for organisational conditions	10
Transformative learning for racial justice: enacting radical change through professional development	10
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	10
A Global Measure of Professional Learning Communities	10
Teacher professional development (TPD) in Ghana: constraints and solutions	10

The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	9
Learning to see complexity: teachers designing amidst indeterminacy	9
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	9
Professional development for promoting a sense of community in blended learning	8
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	8
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	8
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	8
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	8
What makes professional teacher development in universities effective? Lessons from an international systematised review	7
Impact of a professional development program in formative assessment for mathematics teachers	7
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	7
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	6
How medical practitioners experience development over their careers: implications for professional growth and learning	6
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	6
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	6
Teachers of action: when teachers take care of their own professional development	6
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	6
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	6
Enriching the professional capital of primary school teachers to assess play and learning through play	5
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	5
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	5
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	5
A systematic review of reciprocal peer observation in higher education	5
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	5
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	5
Climate justice and teacher professional learning … we owe it to our young people	5
Guiding thesis circles in higher education: towards a typology	4
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	4
Being, becoming and sustaining: learning professional learning in teacher education	4
Professional identity development in pre-service teachers: the impact of online informal mentoring	4
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	4
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	4
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	4
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	4
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	4
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	4
Professional relationships and professional learning from a generational perspective	4
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States	4
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	4
The art of designing a professional development programme for teachers	4
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	4
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	4
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	4
Reviewing the past and considering the present to inform the future of professional learning	4
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	3
Rethinking teachers’ professional learning through unseen observation	3
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	3
Action research as professional learning in and through practice	3
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities	3
Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?	3

The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	3
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	3
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	3
Perceptions of problems of practice among Chilean mathematics educators	3
English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan	3
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme	3
“I give, and they give back”: teachers’ views on the professional implications of mentoring	3
Using colleague coaching to develop teacher data literacy	3
Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development	3
Professional learning of academics enacting work-integrated learning	3
Professional learning and development – change, conceptualisation, innovation and opportunities	3
The perception of affordances; towards an ecological-enactive model of teacher noticing, expertise and development	3
Internationalising curriculum through virtual exchange: critical perspectives on addressing barriers and advancing DEI in professional learning	3
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures	3
The value of third sector organisations’ provision of global learning CPD in English schools	3
Critical reflection to develop transformative consciousness of racial differences	3
Leading professional learning: resonance, reflections, and responsibilities	3
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems	2
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning	2
Winds of change? Understandings about capacity-building among actors in the public education system in Chile	2
Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong	2
A pragmatic meta-model to navigate complexity in teachers’ professional Learning	2
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners	2
‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context	2
The role of digital technology in facilitating epistemic fluency in professional education	2
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	2
Professional learning and development: sustainability in education	2
What is the machine? Teachers’ professional learning about generative artificial intelligence as tutors for children	2
Understanding complexities regarding artificial intelligence and other advanced technologies in professional learning	2
Understanding professional learning in and for practice	2
Leading professional learning: how can a journal take a leadership role?	2
Re-imagining teacher mentoring for the future	2
Post-teaching and professional learning: an investigation on teachers attitudes towards AI	2
Correction	2
Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan	2
The role of mentoring programme coordinator: professional development meta-facilitator?	2
Teacher leadership for teaching improvement in professional learning communities	2
Supporting teachers to lead by learning and learn by leading	2
The indispensable role of the goal construct in understanding and improving teaching practice	2
Schools, data and teachers’ learning: insights of an experienced educator	2
Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages	1
What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?	1
Editorial	1
Dwelling in matter: flows of affect in teachers’ professional becoming-with-technology	1
Snacks, shoulders, and sleep: factors that influence teachers’ professional development decision-making	1
Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions	1
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?	1
The fragility, complexity and interdependence of the global ecosystem of teacher professional learning	1
School-university partnership and teachers’ professional learning communities in China: a five-year case study of a group of schools	1
Navigating identity tensions in a research community: a narrative inquiry of a teacher of Romanian	1
Preservice teachers’ perceptions of teacher competence: the influence of national and global frameworks	1
Contextual influences on the professional development experiences of lecturers in English as a foreign language at a Vietnamese university	1
Supporting the development of teachers as expert learners: lessons on professional learning from large scale pedagogical innovations in Mexico and Colombia	1
A scoping review of design thinking in school-based teacher professional learning and development	1
Professional learning in engineering internships: what do supervisors learn from their student supervision practices?	1
Determinants of teachers’ positive perception on their professional development experience: an application of LASSO-based machine learning approach	1
Teacher learning for transformation: a framework	1
‘It’s like Freire is haunting me’: the value of study groups for critical teacher professional development	1
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature	1
Professional learning in Latin America and the Caribbean: towards a Networked Learning System?	1
Moving within learning communities as an act of performing professional wellbeing	1
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic	1
Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study	1
Professional learning and development: moving with the times and the human element	1
Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?	1
The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study	1
Professional development through motivational interviewing training: Lower secondary school teachers’ views and experiences	1
Leading professional learning to navigate complexity	1
School leaders’ innovation-related self-efficacy: professional development and learning networks make a difference	1
Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools	1
Fast-tracking within formal sport coach education: the perspectives of British orienteering coaches and coach developers	1
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities	1
Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE	1
Conceptualising a data analytics framework to support targeted teacher professional development	1
Health professionals’ knowledge discourses concerning health: a qualitative study in Norway	1