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Teacher Education aims to promote rigorous scholarship across international boundaries, making substantial theoretic, practical and methodological contributions to the academic conversation around teacher education.Read More
Teacher Education is committed to the communication of rigorous scholarship focused on teacher and teacher educator learning and development including practice, programs, pedagogy, research methodology, curriculum and policies. We welcome inquiries conducted from a range of theoretical, practical, and philosophical orientations. We are interested not only in studies of programs, practices, and learners, but also on technologies in and methodologies for studying teacher education. We seek to ensure that Teacher Education establishes itself as a moral authority in the research conversation focused on teacher education. We strive to explicate difficult issues, develop new understandings and support teacher education in meeting its obligation to the unseen children of teachers being educated.
In this specialty section, we aim to promote rigorous scholarship across international boundaries, making substantial theoretic, practical and methodological contributions to the academic conversation around teacher education. This section will serve as an exemplar of the value, viability, and power of open access online scholarship.
Indexed in: Google Scholar, DOAJ, CrossRef, CLOCKSS
PMCID: coming soon for all published articles
Teacher Education welcomes submissions of the following article types: Book Review, Conceptual Analysis, Correction, Curriculum, Instruction, and Pedagogy, Editorial, Empirical Study, Evaluation, General Commentary, Hypothesis and Theory, Methods, Mini Review, Opinion, Original Research, Perspective, Policy Brief, Review and Specialty Grand Challenge.
All manuscripts must be submitted directly to the section Teacher Education, where they are peer-reviewed by the Associate and Review Editors of the specialty section.
Articles published in the section Teacher Education will benefit from the Frontiers impact and tiering system after online publication. Authors of published original research with the highest impact, as judged democratically by the readers, will be invited by the Chief Editor to write a Frontiers Focused Review - a tier-climbing article. This is referred to as "democratic tiering". The author selection is based on article impact analytics of original research published in all Frontiers specialty journals and sections. Focused Reviews are centered on the original discovery, place it into a broader context, and aim to address the wider community across all of Education.