OOIR: Observatory of International Research

Papers

(The TQCC of Professional Development in Education 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 2021-08-01 to 2025-08-01.)

Article	Citations
Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks	33
PLC tools: promoting learning about learning in a teachers’ professional community	28
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	26
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	26
Editorial: professional learning for praxis development	23
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	23
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	22
Contributors to teachers’ learning in a systems-thinking professional development programme	20
Teacher professionalism towards transformative education: insights from a literature review	18
Schools that learn to improve student learning: the effectiveness of schools as PLCs	16
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	14
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	14
Workplace learning of teacher educators: validation of a measurement instrument	14
The case of the model classroom: cognition and authenticity in teacher professional development	12
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	11
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	11
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	11
Beyond tick boxes: re-imagining education for sustainable development in higher education	11
Professional learning for praxis development: reflections	11
Why does teacher learning vary in professional development? Accounting for organisational conditions	11
Professional development in teacher education through international collaboration: when education reform hits Ukraine	11
Transformative learning for racial justice: enacting radical change through professional development	11
Learning to see complexity: teachers designing amidst indeterminacy	10
A Global Measure of Professional Learning Communities	10
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	9

Self-initiated online communities of teachers as an expanded meso space	9
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	8
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	8
Teacher professional development (TPD) in Ghana: constraints and solutions	8
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	8
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	8
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	8
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	8
Professional development for promoting a sense of community in blended learning	7
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
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	7
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	7
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	7
Forging the role of the digital technology coach: flexibility, responsiveness, and resourcefulness in supporting teacher professional learning	7
Teachers of action: when teachers take care of their own professional development	6
Teacher collaboration: conceptualisation and practice	6
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	6
How medical practitioners experience development over their careers: implications for professional growth and learning	6
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	6
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	6
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	6
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	6
A systematic review of reciprocal peer observation in higher education	6
Enriching the professional capital of primary school teachers to assess play and learning through play	5
The art of designing a professional development programme for teachers	5
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	5
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative 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
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	5
Towards a typology of learning and teaching professional development practice uptake by university academics in Australia	5
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	5
Being, becoming and sustaining: learning professional learning in teacher education	5
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	5
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	4
Reviewing the past and considering the present to inform the future of professional learning	4
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	4
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	4
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	4
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	4
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	4
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	4
Professional identity development in pre-service teachers: the impact of online informal mentoring	4
The influencing factors of music teachers’ professional development: a literature review	4
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	4
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	4
Guiding thesis circles in higher education: towards a typology	4
Professional relationships and professional learning from a generational perspective	4