You are here

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: 3 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
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).
Cheryl J. Craig Texas A&M University, USA
Valerie Hill-Jackson Texas A&M University, USA
Associate Editors
Maria Assunção Flores University of Minho, Portugal
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
Lily Orland-Barak University of Haifa, Israel
Jim Van Overschelde Texas State 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
Bugrahan Yalvac Texas A&M University, USA
Marilyn Cochran-Smith Boston College, USA
A. Lin Goodwin University of Hong Kong
Research Assistant
Cassidy Caldwell Texas A&M University, USA
Graduate Assistants
Salma Ali Texas A&M University, USA
Chelsea Cole 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
  • 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 editor can be contacted by email at

    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 anonymize 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. 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.

    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 and have a minimum of 8,000 words. Submissions that exceed or do not meet this range may not be accepted for review. Authors should keep tables and figures to a minimum. Figures/charts and tables created in MS Word should be included in the main text rather than at the end of the document. Figures and other files created outside Word (i.e. Excel, PowerPoint, JPG, TIFF, EPS, and PDF) should be submitted separately. Please add a placeholder note in the running text (i.e. “[insert Figure 1.]")

    Style. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (7th edition, 2020). 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.

    At Sage, we are committed to facilitating openness, transparency and reproducibility of research. Where relevant, The Journal encourages authors to share their research data in a suitable public repository subject to ethical considerations and where data is included, to add a data accessibility statement in their manuscript file. Authors should also follow data citation principles. For more information please visit the Sage Author Gateway, which includes information about Sage’s partnership with the data repository Figshare.

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


    As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    Ethics: Author integrity is a core editorial value for the Journal of Teacher Education that ensures respect for the publication process. JTE expects that prospective and current authors will conduct themselves in an honest and ethical manner and respect the intellectual work of others as well as one’s own work.

    Therefore, any manuscript that you submit must be your own. In addition, any manuscript that is misrepresented (i.e. acceptance status) will be swiftly addressed by the publisher and actions made known to the author’s institution or affiliated agency.

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

    Individual Subscription, Print Only

    Institutional Subscription, E-access

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

    Institutional Subscription, Print Only

    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