Journal of Teacher Education
Curriculum Development | Educational Policy | Lifelong Learning Sector (Teacher Training)
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. 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).
| Tonya Bartell | Michigan State University, USA |
| Dorinda Carter Andrews | Michigan State University, USA |
| Robert E. Floden | Michigan State University |
| Gail Richmond | Michigan State University, USA |
| Christine Cho | Nipissing University, Canada |
| Maria del Carmen Salazar | University of Denver, USA |
| Corey Drake | Michigan State University, USA |
| H. Alix Gallagher | Stanford University, USA |
| Ye He | The University of North Carolina at Greensboro, USA |
| Nathan Daniel Jones | Boston University, USA |
| Emery Petchauer | Michigan State University, USA |
| Joanne Marciano | Michigan State University, USA |
| Jeffrey Cole | Michigan State University, USA |
| Kirsten Edwards | Michigan State University, USA |
| Peter Nelson | Michigan State University, USA |
| Ali Borjian | San Francisco State University, USA |
| Kabba Colley | William Paterson University, USA |
| Benjamin Dotger | Syracuse University, USA |
| F. Todd Goodson | Kansas State University, USA |
| Nai-Cheng Kuo | Augusta University, USA |
| Kim Metcalf | University of Nevada - Las Vegas |
| Anita Welch | Wayne State University, USA |
| Lynn M. Gangone | President and CEO, AACTE, USA |
| Charalambos Charalambous | University of Cyprus, Cyprus |
| Ruth Chung | Stanford University, USA |
| Sarah Clark | Utah State University, USA |
| Julie Cohen | University of Virginia, USA |
| Nancy Fichtman Dana | University of Florida, Gainesville, USA |
| Christopher Day | Iowa State University, USA |
| Alyssa H. Dunn | Michigan State University, USA |
| Ralph Ferretti | University of Delaware, USA |
| Janet Gaffney | University of Auckland, New Zealand |
| Kristin Gansle | Louisiana State University, USA |
| Lynsey Gibbons | Boston University, USA |
| Drew Gitomer | Rutgers University, USA |
| Thomas Good | University of Arizona, USA |
| Gary Henry | University of Delaware, USA |
| Beth Herbel-Eisenmann | Michigan State University, USA |
| Amanda Jansen | University of Delaware, USA |
| Stephanie Jones | University of Georgia, USA |
| Rita Kohli | University of California, Riverside, USA |
| Okhee Lee | University of Miami, USA |
| Catherine Lewis | Mills College |
| Thomas Luschei | Claremont Graduate University, USA |
| Jennifer Lynn Snow | Boise State University, USA |
| Jennifer Mueller | St. Cloud State University |
| Rachel Pinnow | University of Missouri, USA |
| Marleen Pugach | University of Wisconsin-Milwaukee, USA |
| Judi Randi | University of New Haven, USA |
| Rossella Santagata | University of California Irvine, USA |
| Deborah L. Schussler | Pennsylvania State University, USA |
| Gale Seiler | McGill University, Canada |
| Jessica Singer Early | Arizona State University, USA |
| Peter Smagorinsky | University of Georgia, USA |
| Randi Stanulis | Michigan State University, USA |
| Lisa Stevens | Boston College, USA |
| Nathan A. Stevenson | Kent State University, USA |
| Jeremy Stoddard | College of William and Mary, USA |
| David Stroupe | Michigan State University, USA |
| Roddy Theobald | American Institutes for Research, USA |
| Jessica Thompson | University of Washington, USA |
| Jan van Driel | University of Melbourne, Australia |
| Chezare Warren | Michigan State University, USA |
| 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 |
| Diane Yendol-Hoppey | University of North Florida, USA |
| Peter Youngs | University of Virginia, USA |
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.
- Significance/relevance to teacher education/teacher learning
- Conceptual framework (connections to relevant constructs in literature)
- Methods (if manuscript is an empirical study)
- Appropriateness to questions
- Adequate description of methods (including data collection and analysis)
- Rigor of methods
- Findings/conclusions are literature or data-based
- Overall contribution to the field
- 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. Submissions exceeding this limit 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.
ORCID
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.
For more information, please refer to the SAGE Manuscript Submission Guidelines.