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 2020-04-01 to 2024-04-01.)

Article	Citations
Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags	43
Towards a complex framework of teacher learning-practice	43
Bringing context and educational leadership together: fostering the professional development of school principals	40
Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals	25
Teacher collaboration for change:sharing, improving, and spreading	25
Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning	24
Leadership for professional learning towards educational equity: a systematic literature review	22
Anti-racist school leadership: making ‘race’ count in leadership preparation and development	20
A comparative study of mentoring for new teachers	20
Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development	20
How do ecological perspectives help understand schools as sites for teacher learning?	19
The Effect of Learning-Centred Leadership and Teacher Trust on Teacher Professional Learning: Evidence from a Centralised Education System	18
The complexity of teacher professional growth – unravelling threads of purpose, opportunity and response	17
The practices of professional development facilitators	15
Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model	15
How to prepare preservice teachers to deal with disruptions in the classroom? Differential effects of learning with functional and dysfunctional video scenarios	14
Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners	14
Effective characteristics of professional development programs for science and technology education	14
Beyond effective approaches: A rapid review response to designing professional learning	13
Illuminating a continuum of complex perspectives in teacher development	13
How do the leadership strategies of middle leaders affect teachers’ learning in schools? A case study from China	12
Pre-service teachers’ professional identity transformation: a positioning theory perspective	12
The role of the critical friend in supporting and enhancing professional learning and development	12
A complex dynamic systems approach to the design and evaluation of teacher professional development	11
An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey	10

Influence of professional cultures and principal leadership effects on early-career teacher leadership development in Hong Kong schools	10
Reconceptualizing teacher professional learning about technology integration as intra-active entanglements	10
Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning	10
Supporting gender-inclusive schools: educators’ beliefs about gender diversity training and implementation plans	9
Using design based research to shift perspectives: a model for sustainable professional development for the innovative use of digital tools	9
What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum	9
Assessing the success of teacher leadership: the case for asking new questions	9
‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development	9
The challenge of keeping teacher professional development relevant	8
Mapping the professional learning of primary teachers in Vietnam: a multi-method case study	8
Teacher perceptions of effective professional development: insights for design	8
Leadership for school improvement – linking learning to leading over time	8
A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students	8
Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales	7
What does making produce? Posthuman insights into documenting relationalities in maker education for teachers	7
Re-professionalisation or de-professionalisation: how do Chinese high school teachers respond to the new professionalism?	7
International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation	7
Professional learning that enables the development of critical praxis	7
Excellence is not an island: team-based professional development in Higher Education	7
Teacher development through language-related innovation in a decentralised educational system	7
Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency	7
Embracing complex adaptive practice: the potential of lesson study	7
Chinese expert teachers’ critical thinking strategies for professional growth	6
Critical professional development and the racial justice leadership possibilities of teachers of colour in K-12 schools	6
Towards a learning community: understanding teachers’ mental models to support their professional development and learning	6
Teacher communities as a context for professional learning: a preschool case study	6
Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway	6
Exploring the role of curriculum materials in teacher professional development	6
Responsive leadership within professional learning networks for sustainable professional learning	6
‘Crossing the bridge’: land education teacher professional development	6
Virtual team professional learning and development for practitioners in education	6
Obstructions in normative teacher identity development: a case study in Turkey	6
The alchemy of teacher mindfulness: voices from veteran language teachers in China	6
Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research	6
Evaluation of teacher professional learning workshops on the use of technology - a systematic review	6
Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space	6
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States	6
Alternatively certified teachers’ perceptions of new teacher induction	6
Transfer skills in teacher training programs: the question of assessment	5
‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum	5
Harnessing technology to enable the flow of professional capital: exploring experiences of professional learning in rural Scotland	5
Continual professional development for science lecturers: using professional capital to explore lessons for academic development	5
Seeing anew: the role of student leadership in professional learning	5
The participatory dimension of teachers’ self-regulated professional learning about learning design: beliefs versus behaviours	5
A case of one-on-one coaching to differentiate mathematics instruction	5
The professional learning expectations of teachers in different professional development periods	5
What is the problem? A critical review of social justice leadership preparation and development	5
Exploring teacher leadership for professional learning in response to educational disruption in Qatar	5
Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: a transformative learning perspective	5
Education, collaboration and pedagogical phronesis: essential dimensions in professional learning and development	5

Re-imagining teacher mentoring for the future	5
Working across time and space: developing a framework for teacher leadership throughout a teaching career	5
The poetic humanity of teacher education: holistic mentoring for beginning teachers	5
Being before: three Deleuzian becomings in teacher education	5
A systems-thinking approach to evaluating a university professional development programme	5
Professional development initiatives as a lever for inclusive education: a multiple case study using qualitative comparative analysis (QCA)	5