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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.
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Scope
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: CLOCKSS, CrossRef, DOAJ, ERIH PLUS, Google Scholar, Scopus, Web of Science Emerging Sources Citation Index (ESCI)
PMCID: coming soon for all published articles
Teacher Education welcomes submissions of the following article types: Brief Research Report, Conceptual Analysis, Correction, Curriculum, Instruction, and Pedagogy, Editorial, General Commentary, Hypothesis and Theory, Methods, Mini Review, Opinion, Original Research, Perspective, Policy Brief and Review.
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.
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