You are here

Journal of Teacher Education
Share

Journal of Teacher Education

2016 Impact Factor: 2.984
2016 Ranking: 12/236 in Education & Educational Research
Source: 2016 Journal Citation Reports® (Clarivate Analytics, 2017)
The Journal of Policy, Practice, and Research in Teacher Education

Co-Editors
Dorinda Carter Andrews Michigan State University, USA
Robert E. Floden Michigan State University, USA
Gail Richmond Michigan State University, USA
Associate Editors
Tonya Bartell Michigan State University, USA
Kristy Cooper Stein Michigan State University, USA
Corey Drake Michigan State University, USA
Emery Petchauer Michigan State University, USA
Assistant Editor
Chezare Warren Michigan State University, USA


eISSN: 15527816 | ISSN: 00224871 | Current volume: 68 | 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

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 book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences (MSU, February 2016).

Co-Editors
Dorinda Carter Andrews Michigan State University, USA
Robert E. Floden Michigan State University, USA
Gail Richmond Michigan State University, USA
Associate Editors
Tonya Bartell Michigan State University, USA
Kristy Cooper Stein Michigan State University, USA
Corey Drake Michigan State University, USA
Emery Petchauer Michigan State University, USA
Assistant Editor
Chezare Warren Michigan State University, USA
Managing Editor
Jeffrey Cole Michigan State University, USA
Graduate Assistants
AACTE Committee on Research and Dissemination
Benjamin Dotger Syracuse University, USA
Kim Metcalf University of Nevada - Las Vegas
Ali Borjian San Francisco State University, USA
Kabba Colley William Paterson University, USA
F. Todd Goodson Kansas State University, USA
Nai-Cheng Kuo Augusta University, USA
AACTE Staff
Lynn M. Gangone President and CEO, AACTE, USA
Editorial Review Board
Audrey Amrein-Beardsley Arizona State University, USA
Alfredo Artiles Arizona State University, USA
Jeff Bale University of Toronto Ontario Institute for Studies in Education, Canada
Steven Bickmore Louisiana State University, USA
Erica Boling Rutgers University, USA
Susan Chambers Cantrell University of Kentucky, USA
Christine Cho Nipissing University, Canada
Ruth Chung Stanford University, USA
Sarah Clark Utah State University, USA
Renée Clift University of Arizona, USA
Margaret Crocco Michigan State University, USA
Nancy Fichtman Dana University of Florida, Gainesville, USA
Christopher Day The University of Nottingham, UK
Alyssa H. Dunn Michigan State University, USA
Ralph Ferretti University of Delaware, USA
Janet Susan Gaffney The University of Auckland, New Zealand
H. Alix Gallagher SRI International, USA
Gary R. Galluzzo George Mason University, USA
Kristin Gansle Louisiana State University, USA
Drew Gitomer Rutgers University, USA
Thomas Good University of Arizona, USA
Ye He The University of North Carolina at Greensboro, USA
Gary Henry Vanderbilt University, USA
Beth Herbel-Eisenmann Michigan State University, USA
David Imig University of Maryland, USA
Amanda Jansen University of Delaware, USA
Nathan Daniel Jones Boston University, USA
Stephanie Jones University of Georgia, USA
Okhee Lee University of Miami, USA
Catherine Lewis Mills College
Tamara Lucas Montclair State University, USA
Thomas Luschei Claremont Graduate University, USA
Jennifer Lynn Snow Boise State University, USA
Bryan McKinley Jones Brayboy Arizona State University, USA
Jennifer Mueller University of Wisconsin-Milwaukee, USA
Frank Murray University of Delaware, USA
Rachel Pinnow University of Missouri, USA
Marleen Pugach University of Wisconsin-Milwaukee, USA
Judi Randi University of New Haven, USA
Maria A. Ruiz-Primo University of Colorado Denver, USA
Rossella Santagata University of California Irvine, USA
Gale Seiler McGill University, Canada
Jessica Singer Early Arizona State University, USA
Peter Smagorinsky University of Georgia, USA
Jesse Solomon Boston Plan for Excellence, USA
Randi Stanulis Michigan State University, USA
Lisa Stevens Boston College, USA
Jeremy Stoddard College of William and Mary, USA
David Stroupe Michigan State University, USA
Jessica Thompson University of Washington, USA
Jan van Driel University of Melbourne, Australia
Chezare Warren Michigan State University, USA
Karl Wheatley Cleveland State University, USA
Suzanne Wilson University of Connecticut, USA
Theo Wubbels Utrecht University, Netherlands
Diane Yendol-Hoppey University of South Florida, 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
  • Welcome from the Editorial Team: Coeditors Dorinda Carter Andrews, Robert E. Floden, and Gail Richmond, from the College of Education at Michigan State University.

    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. 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. The coeditors can be contacted by email at jte@msu.edu and at Journal of Teacher Education, 620 Farm Lane, Room 134, College of Education, MichiganState 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 http://mc.manuscriptcentral.com/jteachered. 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

    JTE does not publish program evaluations, book reviews, or articles solely describing 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.

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

    Individual Subscription, Print Only


    Institutional Subscription, E-access


    Institutional Subscription, Print Only


    Institutional Subscription & Backfile Lease, E-access Plus Backfile (All Online Content)


    Institutional Subscription, Combined (Print & E-access)


    Institutional Subscription & Backfile Lease, Combined Plus Backfile (Current Volume Print & All Online Content)


    Institutional Backfile Purchase, E-access (Content through 1998)


    Individual, Single Print Issue


    Institutional, Single Print Issue