Journal of Teacher Education

Journal of Teacher Education

The Journal of Policy, Practice, and Research in Teacher Education
2014 Impact Factor: 1.804
2014 Ranking: 21/224 in Education & Educational Research
Source: 2014 Journal Citation Reports ® (Thomson Reuters, 2015)

Outgoing Editors
Stephanie L. Knight Pennsylvania State University, USA
Gwendolyn M. Lloyd Pennsylvania State University, USA
Fran Arbaugh Pennsylvania State University, USA
Outgoing Associate Editors
David Gamson Pennsylvania State University
Scott McDonald Pennsylvania State University, USA
James Nolan Pennsylvania State University, USA
Anne E. Whitney Pennsylvania State University, USA
Gail Richmond Michigan State University
Robert E. Floden Michigan State University
Dorinda Carter Andrews Michigan State University
Maria Teresa Tatto Michigan State University
Associate Editors
Cheryl Rosaen Michigan State University
Cynthia M. Okolo Michigan State University
Terah Venzant Chambers Michigan State University
Amita Chudgar Michigan State University
Tonya Bartell Michigan State University

eISSN: 15527816| ISSN: 00224871|Current volume: 66|Current issue: 5 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

Mission statement and clarification statement regarding the kinds of manuscripts JTE will not entertain.

The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification.

JTE does not publish program evaluations or articles solely describing programs, program components, courses or personal experiences (MSU, July 2015).

Sharon P. Robinson President and CEO, AACTE
Managing Editor
Patty Bonito Michigan State University
AACTE Committee on Research and Dissemination
Mistilina Sato University of Minnesota, Twin Cities
Jeanne Wilcox Arizona State University, USA
Kate Scantlebury University of Delaware
Michael Sampson Board Liaison; St. John’s University
Ellen McIntyre University of North Carolina, Charlotte
Beverly E. Cross University of Memphis
Assistant Editor
Alyssa H. Dunn Michigan State University
Senior Advisors
Dan Goldhaber University of Washington, Bothell
Etta Hollins University of Missouri - Kansas City
Paul LeMahieu Carnegie Foundation for the Advancement of Teaching
Jane E. West AACTE Education Policy Consultant
Jennie Whitcomb University of Colorado - Boulder
Suzanne Wilson University of Connecticut
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • Australian Education Index
  • 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
  • Thomson Reuters: Current Contents - Physical, Chemical & Earth Sciences
  • Wilson Education Index/Abstracts
  • Welcome from the JTE Editorial Team. The College of Education at the Michigan State University is the institutional home of the Journal of Teacher Education under the editorship of coeditors Gail Richmond, Robert E. Floden, Dorinda Carter Andrews, and Maria Teresa Tatto.

    Welcome from the Editorial Team.

    As editors, we aim to achieve a strategic balance among the areas of preservice and inservice teacher education practice, policy, and research, bringing those areas to bear on one another in challenging and productive ways. We offer a forum for diverse work of teacher education researchers (university and non-university based), teacher education practitioners (e.g., university, state, district, community college), and policy makers at all levels. Linking research and practice is paramount in our vision for the JTE.

    We can be contacted by email at and at Journal of Teacher Education, 134 Erickson Hall,
    College of Education, Michigan State University, East Lansing, MI 48824-1034. E-mail is our preferred method of communication.

    General articles and research manuscripts.
    All manuscripts must be submitted electronically at This system will permit the editorial team to keep the submission and review process as efficient as possible. Our user-friendly, online manuscript submission and review system also offers authors the option to track the review process of manuscripts in real time.

    Please note that JTE uses a blind review process; therefore, writers must exclude authors’ names, institutions, and clues to the authors’ identities that exist within the manuscript.

    Manuscript Criteria. The fitness of a manuscript for publication in JTE is carefully reviewed based on each of the dimensions listed below.

    1. Significance/relevance to teacher education/teacher learning
    2. Conceptual framework (connections to relevant constructs in literature)
    3. Methods (if manuscript is an empirical study)
      1. Appropriateness to questions
      2. Adequate description of methods (including data collection and analysis)
      3. Rigor of methods
    4. Findings/conclusions are literature or data-based
    5. Overall contribution to the field
    6. Writing style/composition/clarity

    Keep in mind that JTE does not publish the following types of articles:

    • Program evaluations
    • Descriptions of programs, program components, courses or personal experiences

    Typing. The acceptable format for electronic submission is MSWord. All text, including title, headings, references, quotations, figure captions, and tables, must be typed, double-spaced, with one-inch margins all around. Please use a 12-point font.

    Length. A manuscript, including all references, tables, and figures, should not exceed 10,000 words. Submissions exceeding this limit may not be accepted for review. Authors should keep tables and figures to a minimum and include them at the end of the text.

    Style. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009). Authors should number all text pages.

    Abstract and keywords. All general and research manuscripts must include an abstract and a few keywords. Abstracts describing the essence of the manuscript must be 150 words or less. Authors should select keywords from the menu on the manuscript submission system so that readers may search for the article after it is published.

    Professional Editing Services. Authors seeking assistance with English language editing and/or translation should consider using the services offered by SAGE Language Services.  Visit SAGE Language Services on our Journal Author Gateway for further information.  

    Notice to Authors of Joint Works (articles with more than one author). This journal uses a contributor agreement that requires just one author (the Corresponding Author) to sign on behalf of all authors. Please identify the Corresponding Author for your work when submitting your manuscript for review.

    The Corresponding Author will be responsible for the following:

    • ensuring that all authors are identified on the contributor agreement, and notifying the editorial office of any changes to the authorship.
    • securing written permission (via letter or email) from each co-author to sign the contributor agreement on the co-author’s behalf.
    • warranting and indemnifying the journal owner and publisher on behalf of all co-authors.

    Although such instances are very rare, you should be aware that in the event a co-author has included content in his or her portion of the article that infringes the copyright of another or is otherwise in violation of any other warranty listed in the agreement, you will be the sole author indemnifying the publisher and the editor of the journal against such violation.

    Please contact the editorial office if you have any questions or if you prefer to use a copyright agreement for all coauthors to sign.

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