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Journal of Teacher Education

Journal of Teacher Education

The Journal of Policy, Practice, and Research in Teacher Education

eISSN: 15527816 | ISSN: 00224871 | Current volume: 75 | Current issue: 4 Frequency: 5 Times/Year
Written and Edited by Teacher Educators…

In Continuous Publication Since 1950…

The Journal of Teacher Education provides a vital forum for considering practice, policy, and research in teacher education. It examines some of the most timely and important topics in the field, such as:

  • New Teacher Education Standards
  • Assessing the Outcomes of Teacher Education
  • Preparing Teachers to Meet the Needs of Diverse Populations
  • Teacher Education in a Global Society
  • The Research Base for Teacher Education
  • Accountability and Accreditation Issues
  • Collaborating with Arts and Sciences Faculties
  • Recruiting a More Diverse Teaching Force and Teacher Education Faculty
  • School-based and Partnership-based Teacher Education
  • Alternative Approaches to Teacher Education
  • High Stakes Testing for Teachers and Students
  • Leadership in 21st Century Schools of Education
  • The Changing Demographics of Schools and Schooling

The The Journal of Teacher Education (JTE), the official journal of AACTE, has been a leading voice in the field of teacher preparation for 75 years and is one of the most widely read professional journals in the field. JTE’s five peer-reviewed issues per volume year contain thematic and general interest articles as well as editorials and commentaries. Its content focuses on policy, practice, and research that contribute to teacher preparation as a field of inquiry along numerous themes, including accreditation, assessment and evaluation, extended programs, teacher educators, student teaching, and others.

For details about manuscript submission, subscriptions, and advertising, visit the journal’s web site at http://journals.sagepub.com/home/jte.
JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016; adopted by TAMU, March 2021).
Co-Editors
Cheryl J. Craig Texas A&M University, USA
Valerie Hill-Jackson Texas A&M University, USA
Associate Editors
Courtney Baker George Mason University
Heidi Hallman Kansas University, USA
Andrew Kwok Texas A&M University, USA
Rafael Lara-Alecio Texas A&M University, USA
Jim Van Overschelde Texas State University, USA
Bugrahan Yalvac Texas A&M University, USA
Assistant Editor
Abiola Farinde-Wu University of Massachusetts Boston, USA
Ambyr Rios Texas A&M University, USA
Diane Yendol-Hoppey University of North Florida, USA
Co-Managing Editors
John A. Williams III Texas A&M University, USA
Editor-in-Residence
Marilyn Cochran-Smith Boston College, USA
A. Lin Goodwin University of Hong Kong
Graduate Assistants
Salma Ali Texas A&M University, USA
Kaelyn Parks Texas A&M University, USA
Editorial Board
Trudy Cardinal University of Alberta, Canada
Charalambos Charalambous University of Cyprus, Cyprus
Ruth Chung Wei Envision Learning Partners, USA
Julie Cohen University of Virginia, USA
Christopher Day University of Nottingham, UK
Paige Evans University of Houston, USA
Ralph Ferretti University of Delaware, USA
Nancy Fichtman Dana University of Florida, Gainesville, USA
Janet Gaffney University of Auckland, New Zealand
Kristin Gansle Old Dominon, USA
Lynsey Gibbons University of Delaware, USA
Drew Gitomer Rutgers University, USA
Thomas Good University of Arizona, USA
Gary Henry University of Delaware, USA
Cody Huie Raise Your Hand Texas, USA
Amanda Jansen University of Delaware, USA
Rita Kohli University of California, Riverside, USA
Okhee Lee New York University, USA
Catherine Lewis Mills College, USA
Thomas Luschei Claremont Graduate University, USA
Megan Madigan Peercy University of Maryland
Jennifer Mueller St. Cloud State University
James O'Meara Texas A&M International University, USA
Thomas Philip University of California, Berkeley, USA
Rachel Pinnow University of Missouri, USA
Bethanie Pletcher Texas A&M University-Corpus Christi, USA
Judi Randi University of New Haven, New Haven, USA
Beverly Sande Prairie View A&M University, USA
Rossella Santagata University of California Irvine, USA
Deborah L. Schussler Pennsylvania State University, USA
Jessica Singer Early Arizona State University, USA
Peter Smagorinsky University of Georgia, USA
Jennifer Lynn Snow Boise State University, USA
Nathan A. Stevenson Kent State University, USA
Jeremy Stoddard University of Wisconsin - Madison, USA
Maria Tatto Arizona State University, USA
Roddy Theobald American Institutes for Research, USA
Katina Thomas Prairie View A&M University, USA
Sande Webb  
Rebecca West Burns University of South Florida, USA
Karl Wheatley Cleveland State University, USA
Suzanne Wilson University of Connecticut, USA
Theo Wubbels Utrecht University, Netherlands
Barbara Ybarra Bryan Independent School District, USA
Jemimah Young Texas A&M University, USA
Peter Youngs University of Virginia, USA
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • Australian Education Index
  • Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
  • Contents Pages in Education (T&F)
  • ERIC Current Index to Journals in Education (CIJE)
  • Educational Research Abstracts Online (T&F)
  • International Bibliography of Periodical Literature on the Humanities and Social Sciences (IBZ)
  • MLA International Bibliography
  • NISC
  • ProQuest: CSA Sociological Abstracts
  • Social Sciences Citation Index (Web of Science)
  • TOPICsearch - Ebsco
  • Taylor & Francis: Sociology of Education Abstracts
  • Wilson Education Index/Abstracts
  • Manuscript submission guidelines can be accessed on Sage Journals.

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