Minna Uitto

771 total citations
33 papers, 529 citations indexed

About

Minna Uitto is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Minna Uitto has authored 33 papers receiving a total of 529 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 12 papers in Sociology and Political Science and 5 papers in Developmental and Educational Psychology. Recurrent topics in Minna Uitto's work include Teacher Education and Leadership Studies (22 papers), Early Childhood Education and Development (10 papers) and Educator Training and Historical Pedagogy (8 papers). Minna Uitto is often cited by papers focused on Teacher Education and Leadership Studies (22 papers), Early Childhood Education and Development (10 papers) and Educator Training and Historical Pedagogy (8 papers). Minna Uitto collaborates with scholars based in Finland, Belgium and Japan. Minna Uitto's co-authors include Eila Estola, Katri Jokikokko, Sonja Lutovac, Leena Syrjälä, Raimo Kaasila, Geert Kelchtermans, Anna‐Maija Puroila, Virpi Timonen, María Assunção Flores and Minna Körkkö and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and British Educational Research Journal.

In The Last Decade

Minna Uitto

30 papers receiving 503 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Minna Uitto Finland 14 395 159 112 73 36 33 529
Eila Estola Finland 14 485 1.2× 178 1.1× 171 1.5× 60 0.8× 50 1.4× 33 631
Katri Jokikokko Finland 11 350 0.9× 121 0.8× 84 0.8× 47 0.6× 35 1.0× 20 480
Julian Kitchen Canada 14 482 1.2× 117 0.7× 138 1.2× 63 0.9× 28 0.8× 59 622
Gang Zhu China 14 416 1.1× 67 0.4× 116 1.0× 63 0.9× 28 0.8× 43 538
Ietje Veldman Netherlands 11 463 1.2× 176 1.1× 70 0.6× 72 1.0× 65 1.8× 14 612
Melissa Newberry United States 9 361 0.9× 174 1.1× 61 0.5× 63 0.9× 78 2.2× 21 472
Inge Timoštšuk Estonia 7 338 0.9× 102 0.6× 87 0.8× 54 0.7× 10 0.3× 26 425
Wendelien Vantieghem Belgium 13 304 0.8× 81 0.5× 70 0.6× 59 0.8× 37 1.0× 34 462
Perry D. Passaro United States 5 584 1.5× 140 0.9× 66 0.6× 97 1.3× 53 1.5× 10 712
Mary Curran United States 8 515 1.3× 89 0.6× 125 1.1× 88 1.2× 33 0.9× 13 589

Countries citing papers authored by Minna Uitto

Since Specialization
Citations

This map shows the geographic impact of Minna Uitto's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Minna Uitto with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Minna Uitto more than expected).

Fields of papers citing papers by Minna Uitto

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Minna Uitto. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Minna Uitto. The network helps show where Minna Uitto may publish in the future.

Co-authorship network of co-authors of Minna Uitto

This figure shows the co-authorship network connecting the top 25 collaborators of Minna Uitto. A scholar is included among the top collaborators of Minna Uitto based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Minna Uitto. Minna Uitto is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Uitto, Minna, et al.. (2025). “I hope that it comes across to the children that I am there as a human being”: teachers’ embodiment in the digital era. European Journal of Teacher Education. 1–14. 1 indexed citations
2.
Körkkö, Minna, et al.. (2025). Expectations, disillusionment and wishes: pre-service teachers’ collective sense-making of teacher education given the current nature of the teaching profession. Journal of Education for Teaching International Research and Pedagogy. 51(5). 951–964.
3.
Lutovac, Sonja, et al.. (2024). Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes. Teaching and Teacher Education. 152. 104790–104790. 2 indexed citations
4.
Kaasila, Raimo, Sonja Lutovac, & Minna Uitto. (2023). Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education. 1–20. 8 indexed citations
5.
Lutovac, Sonja, et al.. (2023). Becoming a safe adult for pupils: emotions as part of first-year student teachers’ narrative identities told with photographs. European Journal of Teacher Education. 48(3). 526–543. 5 indexed citations
6.
Lutovac, Sonja, et al.. (2023). Teachers' work today: Exploring Finnish teachers’ narratives. Teaching and Teacher Education. 137. 104378–104378. 10 indexed citations
7.
Uitto, Minna, et al.. (2022). Lasten osallisuutta mahdollistavat ja estävät tekijät esiopetuksessa. SHILAP Revista de lepidopterología. 16(2). 1 indexed citations
8.
Estola, Eila, et al.. (2021). Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’. Teachers and Teaching. 27(5). 423–437. 7 indexed citations
9.
Lutovac, Sonja, et al.. (2021). Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits. Scandinavian Journal of Educational Research. 66(5). 893–906. 24 indexed citations
10.
Uitto, Minna, et al.. (2021). Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings. European Journal of Teacher Education. 46(1). 35–49.
11.
Uitto, Minna, et al.. (2021). Can I Kiss a Child? Balancing Between Different Views of Touch in Early Childhood Educators’ Work. Scandinavian Journal of Educational Research. 67(2). 181–193. 5 indexed citations
12.
Uitto, Minna, et al.. (2020). Touch in children’s everyday peer relations in preschools. Childhood. 28(1). 86–102. 8 indexed citations
13.
Uitto, Minna, et al.. (2018). Muistoja sukupuolesta ja tunteista:lastentarhanopettajaopiskelijat kertovat lapsuudestaan. SHILAP Revista de lepidopterología.
14.
Timonen, Virpi, et al.. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal. 43(3). 486–504. 15 indexed citations
15.
Uitto, Minna, et al.. (2017). You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers. Pedagogy Culture and Society. 26(3). 417–433. 3 indexed citations
16.
Uitto, Minna, Sonja Lutovac, Katri Jokikokko, & Raimo Kaasila. (2017). Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved. International Journal of Educational Research. 87. 47–56. 32 indexed citations
17.
Jokikokko, Katri, et al.. (2016). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research. 81. 61–70. 29 indexed citations
18.
Uitto, Minna, Katri Jokikokko, & Eila Estola. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014. Teaching and Teacher Education. 50. 124–135. 166 indexed citations
19.
Uitto, Minna, et al.. (2011). Ohjattu vertaisryhmä haavoittuvuudesta kertomisen paikkana.. Doria (University of Helsinki). 1 indexed citations
20.
Uitto, Minna. (2011). Humiliation, unfairness and laughter: students recall power relations with teachers. Pedagogy Culture and Society. 19(2). 273–290. 13 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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