OOIR: Observatory of International Research

Papers

(The TQCC of Professional Development in Education is 6. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Contributors to teachers’ learning in a systems-thinking professional development programme	60
Editorial: professional learning for praxis development	50
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	48
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	47
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	36
Teacher professionalism towards transformative education: insights from a literature review	32
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	32
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	30
Professional development in teacher education through international collaboration: when education reform hits Ukraine	29
The case of the model classroom: cognition and authenticity in teacher professional development	28
Workplace learning of teacher educators: validation of a measurement instrument	27
Schools that learn to improve student learning: the effectiveness of schools as PLCs	24
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	23
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	21
Behind the scenes of project management in academia: reflective lessons from a teacher training project	20
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	19
The impact of professional doctorates: professional development, practice and the workplace	18
Out-of-field teaching and EFL teachers’ professional identity: insights from cultural-historical activity theory	18
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	17
Professional learning for praxis development: reflections	17
Beyond tick boxes: re-imagining education for sustainable development in higher education	17
Transformative learning for racial justice: enacting radical change through professional development	16
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	14
Teacher professional development (TPD) in Ghana: constraints and solutions	13
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	13

Enhancing practitioner research in school settings: insights from close-to-practice partnerships	13
Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	13
Personalisation in teachers’ professional development: comparative analysis of knowledge construction in structured and flexible school-based professional development frameworks	13
Why does teacher learning vary in professional development? Accounting for organisational conditions	12
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	12
Motivational dynamics and psychological outcomes in discipline-based PLCs during periods of societal disruption: a dual SEM analysis	12
Learning to see complexity: teachers designing amidst indeterminacy	12
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	12
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	12
Conformación de comunidades de aprendizaje profesional en Chile: desafíos y oportunidades para el liderazgo en contextos adversos	12
Self-initiated online communities of teachers as an expanded meso space	12
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	12
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	12
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	12
Barriers and supports for successful completion of an emergent literacy micro-credential: an analysis at three levels of the professional learning system	12
Professional development for promoting a sense of community in blended learning	11
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	11
Beyond the theory-practice divide: a systems analysis of beginning teacher learning-practice through complex theoretical frameworks	11
Using large language models to promote teachers’ learning: an exploratory professional development programme	10
Teachers of action: when teachers take care of their own professional development	10
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	10
What makes professional teacher development in universities effective? Lessons from an international systematised review	9
Correction	9
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	9
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	9
Australia’s professional education ecosystem for out-of-field teachers: seeking diverse pathways for teacher learning	9
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	9
Teacher collaboration: conceptualisation and practice	9
Impact of a professional development program in formative assessment for mathematics teachers	9
How medical practitioners experience development over their careers: implications for professional growth and learning	9
Understanding teachers’ professional dialogue in an inquiry community: discursive patterns for research-informed inclusive practice	9
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	8
Circular logic? Analysing the professional standards framework for higher education	8
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	8
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	8
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	8
Lesson Study in its original context: exploring Japanese teachers’ perspectives on an export hit of the Japanese education system	8
Enriching the professional capital of primary school teachers to assess play and learning through play	8
A systematic review of reciprocal peer observation in higher education	8
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	8
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	7
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	7
Integrating theory, experience and social learning in a professionalisation trajectory aimed at developing primary school teachers’ diversity competences	7
Boundary crossing or boundary space traversal? Investigating the extent to which practitioner inquiry into educational practice is enduring	7
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	7
Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	7
Being, becoming and sustaining: learning professional learning in teacher education	7
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	7
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	7

Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	6
The influencing factors of music teachers’ professional development: a literature review	6
Professional relationships and professional learning from a generational perspective	6
Liderazgo directivo escolar para el aprendizaje profesional docente en tiempos de cambio: una revisión sistemática de evidencia reciente 2020-2024	6
Understanding the heterogeneity of effects of teacher professional development: a systematic meta-review	6
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	6
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	6
Team teaching (TT) as professional development (PD): gaining lecturers’ insights via a Modified Version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy	6
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	6
Reviewing the past and considering the present to inform the future of professional learning	6
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	6
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	6
Professional identity development in pre-service teachers: the impact of online informal mentoring	6