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 2022-05-01 to 2026-05-01.)

Article	Citations
Contributors to teachers’ learning in a systems-thinking professional development programme	50
Simulaciones computacionales: potencialidades para la investigación y aprendizaje de la improvisación organizacional en la toma de decisiones de liderazgo escolar	41
Editorial: professional learning for praxis development	40
Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)	37
Teacher professionalism towards transformative education: insights from a literature review	33
Teacher professional development through Knotworking: facilitating transformational agency through collaboration to overcome constraints to teaching in relation to disruptive events	27
PLC tools: promoting learning about learning in a teachers’ professional community	25
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices	23
”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development	23
Future teachers for future societies: transforming teacher professionalism through problem-based professional learning and development	23
Professional development in teacher education through international collaboration: when education reform hits Ukraine	21
From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education	20
The case of the model classroom: cognition and authenticity in teacher professional development	20
Workplace learning of teacher educators: validation of a measurement instrument	20
Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China	18
Behind the scenes of project management in academia: reflective lessons from a teacher training project	17
Professional learning for praxis development: reflections	16
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development	16
Schools that learn to improve student learning: the effectiveness of schools as PLCs	14
Transformative learning for racial justice: enacting radical change through professional development	13
Beyond tick boxes: re-imagining education for sustainable development in higher education	13
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön	13
Barriers and supports for successful completion of an Emergent Literacy Micro-Credential: an analysis at three levels of the professional learning system	12
Enhancing practitioner research in school settings: insights from close-to-practice partnerships	12
Integrating AI in teacher education: exploring the impact on preservice teacher competencies	12

Collaboration and control: insights into principals’ role in establishing teacher mentoring in Finnish schools	12
Guanxi as methodology: a case study of middle leaders’ leadership building in the era of curriculum reform in rural China	12
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology	12
Personalisation in teachers’ professional development: comparative analysis of knowledge construction in structured and flexible school-based professional development frameworks	12
Why does teacher learning vary in professional development? Accounting for organisational conditions	11
Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice	11
Self-initiated online communities of teachers as an expanded meso space	11
Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education	11
Learning to see complexity: teachers designing amidst indeterminacy	11
Teacher professional development (TPD) in Ghana: constraints and solutions	11
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion	11
Teacher leadership for professional learning: a case study of a master teacher studio in Zhejiang Province, China	10
Challenges and opportunities for early career researchers: using the theory of practice architectures to unpack enabling and constraining conditions	10
Professional development for promoting a sense of community in blended learning	10
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training	10
Using large language models to promote teachers’ learning: an exploratory professional development programme	9
What makes professional teacher development in universities effective? Lessons from an international systematised review	9
Beyond the text: a methodological lens for critical reflection on professional learning policy in context	9
Correction	9
Impact of a professional development program in formative assessment for mathematics teachers	9
Teachers of action: when teachers take care of their own professional development	9
Teacher collaboration: conceptualisation and practice	9
Intellectual wellbeing: the pursuit of freedom in the professional learning of teachers	9
Bridging theory and practice: introducing a theoretically informed pedagogical tool for empowering educational leaders in navigating practice architectures	9
A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education	9
Strengthening inclusive leadership: insights from a professional development programme for school and childcare leaders	9
Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review	8
Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach	8
Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review	8
A systematic review of reciprocal peer observation in higher education	8
Factors influencing improvement of vocational teacher education through school-enterprise partnerships	8
How medical practitioners experience development over their careers: implications for professional growth and learning	8
Relational and communicative leadership practices in professional learning: a case study of middle leaders in rural Pakistani high schools	8
Circular logic? Analysing the professional standards framework for higher education	8
Enriching the professional capital of primary school teachers to assess play and learning through play	7
Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability	7
Towards a framework for care-full teacher learning: stories from the British art show professional development programme	7
Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs	7
Reviewing the past and considering the present to inform the future of professional learning	7
Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues	7
Addressing the challenges of conference participation for the Pacific: a regional approach to maximise attendance and participation	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	6
Training secondary English teachers to engage students in challenging and complex issues with journalistic strategies	6
Professional identity development in pre-service teachers: the impact of online informal mentoring	6
Being, becoming and sustaining: learning professional learning in teacher education	6
A new conceptual framework for understanding and implementing train-the-trainer professional development on a large scale	6
Leadership matters: supportive principals and teacher recruitment in a school–university partnership	6
Investigating social media-driven technology-enhanced learning for teachers’ continuing professional development: a systematic mapping review	6
The influencing factors of music teachers’ professional development: a literature review	6

Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers	6
The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study	6
Community-centric learning through practitioner inquiry	5
Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens: a professional development case study	5
Professional learning communities in EFL teacher development: a systematic review of impacts and challenges	5
When online teacher colleagues meet in person: social-emotional connections and learning at a non-traditional professional convening	5
Overlapping complexities regarding artificial intelligence and other advanced technologies in professional learning	5
‘The best resource we have is each other’- relational practices of middle leaders as ethos leads in professional Learning Communities	5
Leading professional learning: resonance, reflections, and responsibilities	5
Professional learning of academics enacting work-integrated learning	5
Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies	5
Critical reflection to develop transformative consciousness of racial differences	5
Exploring self-directed professional development (SDPD): from hobbyists to acknowledged tango teachers	5
Professional relationships and professional learning from a generational perspective	5
‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development	5
An integrative conceptual framework for analysing professional learning processes in reading groups for teachers (RGfTs)	5
Professional development and rural science teachers’ expanding social networks: a longitudinal analysis	5
The importance of building teachers’ intrinsic control into the design of professional development (PD) programmes	5
Perceptions of problems of practice among Chilean mathematics educators	5