OOIR: Observatory of International Research

Papers

(The TQCC of Professional Development in Education 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 2022-01-01 to 2026-01-01.)

Article	Citations
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	37
Contributors to teachers’ learning in a systems-thinking professional development programme	34
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	33
Editorial: professional learning for praxis development	30
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	30
PLC tools: promoting learning about learning in a teachers’ professional community	22
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	19
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	18
Teacher professionalism towards transformative education: insights from a literature review	18
The case of the model classroom: cognition and authenticity in teacher professional development	17
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	17
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	15
Workplace learning of teacher educators: validation of a measurement instrument	15
Behind the scenes of project management in academia: reflective lessons from a teacher training project	14
Schools that learn to improve student learning: the effectiveness of schools as PLCs	13
Beyond tick boxes: re-imagining education for sustainable development in higher education	13
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	12
Professional learning for praxis development: reflections	12
Professional development in teacher education through international collaboration: when education reform hits Ukraine	12
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	12
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	11
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	11
Transformative learning for racial justice: enacting radical change through professional development	11
Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	11
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	10

A Global Measure of Professional Learning Communities	10
Learning to see complexity: teachers designing amidst indeterminacy	10
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	10
Teacher professional development (TPD) in Ghana: constraints and solutions	10
Personalisation in teachers’ professional development: comparative analysis of knowledge construction in structured and flexible school-based professional development frameworks	10
Self-initiated online communities of teachers as an expanded meso space	10
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	10
Why does teacher learning vary in professional development? Accounting for organisational conditions	10
Barriers and supports for successful completion of an Emergent Literacy Micro-Credential: an analysis at three levels of the professional learning system	10
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	9
Impact of a professional development program in formative assessment for mathematics teachers	9
Professional development for promoting a sense of community in blended learning	9
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	9
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	9
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	9
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	9
Using large language models to promote teachers’ learning: an exploratory professional development programme	8
What makes professional teacher development in universities effective? Lessons from an international systematised review	8
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	8
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	8
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	7
How medical practitioners experience development over their careers: implications for professional growth and learning	7
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	7
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	7
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	7
Teachers of action: when teachers take care of their own professional development	7
Enriching the professional capital of primary school teachers to assess play and learning through play	7
Circular logic? Analysing the professional standards framework for higher education	7
Correction	7
Teacher collaboration: conceptualisation and practice	7
A systematic review of reciprocal peer observation in higher education	7
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	7
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	7
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	6
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	6
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	6
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	6
Being, becoming and sustaining: learning professional learning in teacher education	6
The art of designing a professional development programme for teachers	6
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	6
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	6
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	6
Reviewing the past and considering the present to inform the future of professional learning	5
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	5
Professional identity development in pre-service teachers: the impact of online informal mentoring	5
Professional relationships and professional learning from a generational perspective	5
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	5

A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	5
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development	5
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	5
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	5
The influencing factors of music teachers’ professional development: a literature review	5