Teaching and Teacher Education

Top Research Topics at Teaching and Teacher Education?

The scientific interests tackled in the journal are Pedagogy, Mathematics education, Teacher education, Professional development and Teaching method. The concepts on Pedagogy presented in the journal can also apply to other research fields, including Identity (social science), Context (language use) and Higher education. Some problems in Mathematics education that were presented in the journal overlapped with concepts under Cognition, Perception and Process (engineering).

The journal connects the study in Teacher education with the closely related area of Narrative. The Professional development research presented places emphasis on topics like Faculty development and Professional learning community.

• Pedagogy (58.98%)
• Mathematics education (44.83%)
• Teacher education (31.06%)

What are the most cited papers published in the journal?

• Teacher efficacy: capturing an elusive construct (3338 citations)
• Reconsidering research on teachers' professional identity (1706 citations)
• Reflection in teacher education: Towards definition and implementation (1599 citations)

Research areas of the most cited articles at Teaching and Teacher Education:

The journal publications focus largely on the fields of Pedagogy, Mathematics education, Teacher education, Professional development and Teaching method. The works on Pedagogy tackled in the published papers bring together disciplines like Identity (social science), Context (language use) and Higher education. The published papers hold forums on Mathematics education that merge themes from other disciplines such as Self-efficacy, Reflection (computer graphics), Perception and Curriculum.

What topics the last edition of the journal is best known for?

• Law
• Education
• Pedagogy

The previous edition focused in particular on these issues:

The topics of Mathematics education, Pedagogy, Teacher education, Perception and Professional development are the focal point of discussions in the journal. Issues in Mathematics education were discussed, taking into consideration concepts from other disciplines like Salient and Process (engineering). The journal explores issues in Pedagogy which can be linked to other research areas like Teamwork, Feeling and Key (cryptography).

The studies on Teacher education discussed can also contribute to research in the domains of Persistence (psychology), Teacher quality, Teacher induction, Cognitive dissonance and Power (social and political). The journal holds forums on Perception that merges themes from other disciplines such as Context (language use), Student learning, Lens (geology), Sociocultural evolution and Performative utterance. In the journal, Identity (social science), Digital learning, Digital literacy, Coaching and English vocabulary are investigated in conjunction with one another to address concerns in Professional development research.

The most cited articles from the last journal are:

• Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision (0 citations)
• Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies (0 citations)
• International teacher education programme as a narrative space for teacher identity reconstruction (0 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Teaching and Teacher Education (based on the number of publications) are:

• Fred A. J. Korthagen (25 papers) absent at the last edition,
• Theo Wubbels (20 papers) absent at the last edition,
• Douwe Beijaard (17 papers) absent at the last edition,
• Robert V. Bullough (16 papers) absent at the last edition,
• Paulien C. Meijer (16 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Teaching and Teacher Education (based on the number of publications) are:

• Utrecht University (77 papers) absent at the last edition,
• Michigan State University (75 papers) published 1 paper at the last edition, 7 less than at the previous edition,
• University of Haifa (49 papers) absent at the last edition,
• University of Jyväskylä (44 papers) published 1 paper at the last edition, 5 less than at the previous edition,
• Ohio State University (43 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2022 edition, 5.56% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 11.76% were posted by at least one author from the top 10 institutions publishing in the journal. Another 0.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 11.76% of all publications and 76.47% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Prospects in Research and Education

As an essential addition to our discussion on pedagogy and education, it's equally important to shed light on the available career opportunities for those interested in these fields. A viable career path for individuals armed with knowledge in pedagogy, teacher education, professional development, and teaching methods could be a licensed counselor. By becoming a licensed professional counselor, one can utilize the foundational knowledge gained from these subjects and develop skills to guide others through personal, social, and psychological difficulties. Successful counselors are often those who have a strong understanding and passion for educating, making this a promising career for those interested in teaching and education. For those who are keen on embracing the profession of counseling in the state of New Hampshire, you may wish to refer to this useful guide on Getting counseling license in New Hampshire. This resource provides in-depth information about the steps required to acquire the license and the prospects for a licensed professional counselor. By leveraging skills and knowledge inherent in subjects like pedagogy and teacher education, individuals can build fulfilling careers in counseling, consequently contributing to the betterment of society in a significant way. By bridging the gap between education, research, and practical application, we can foster a future where knowledge and expertise lead the way to progressive societal change.