Journal of Teacher Education

Journal of Teacher Education
Title	Journal of Teacher Education
Discipline	Teacher preparation; Curriculum studies; Educational policy
Abbreviation	JTE
Publisher	SAGE Publications on behalf of the American Association of Colleges for Teacher Education
Frequency	Bimonthly
History	1950–present
Impact	5.0
Impact-year	2024
Issn	0022-4871
Eissn	1552-7816

Contents

Journal of Teacher Education

The Journal of Teacher Education is a peer-reviewed academic periodical addressing teacher preparation, professional development, and policy relating to K–12 instruction. It publishes empirical research, theoretical analyses, and critical essays that intersect with American Association of Colleges for Teacher Education, SAGE Publications, National Council for Accreditation of Teacher Education, Association of Teacher Educators, and other major institutions influencing educator preparation. The journal serves researchers, faculty, and policymakers connected with U.S. Department of Education, National Education Association, American Federation of Teachers, Council for Exceptional Children, and international counterparts such as UNESCO, OECD, and European Commission.

History

Founded mid-20th century amid postwar expansions of higher education, the journal emerged alongside organizations like American Association of Colleges for Teacher Education and accreditation changes by National Council for Accreditation of Teacher Education and NCATE. Early editorial boards included scholars affiliated with Teachers College, Columbia University, University of Michigan, Stanford University, and University of Chicago. Over decades it reflected shifts initiated by reports such as A Nation at Risk, reforms from administrations like Johnson administration and Reagan administration, and standards movements linked to entities such as National Board for Professional Teaching Standards. The journal’s editorial lineage intersects with professional meetings hosted by American Educational Research Association and policy debates shaped by actors including Carnegie Foundation for the Advancement of Teaching and Gates Foundation.

The journal publishes research on teacher preparation programs at institutions like Harvard University Graduate School of Education, University of California, Berkeley, University of Wisconsin–Madison, and University of Texas at Austin; analyses referencing curricula from schools such as Boston Latin School or initiatives like Teach For America; and studies engaging institutions including Ford Foundation or Spencer Foundation. Articles address certification systems influenced by Every Student Succeeds Act, licensure frameworks from state education departments such as California Department of Education and New York State Education Department, and evaluation schemes tied to entities like The Wallace Foundation. The journal features research methods applied by scholars at Columbia University, University of Oxford, University of Toronto, University of Melbourne, and international collaborators from University of Hong Kong and Peking University.

The journal is indexed in major databases and bibliographies that serve scholars working with resources such as ERIC, Scopus, Web of Science, and JSTOR. Abstracting services that list the journal include those maintained by ProQuest, EBSCO, and citation aggregators like CrossRef and Clarivate Analytics. Its presence in library catalogs at institutions like Library of Congress, British Library, National Library of Australia, and Bibliothèque nationale de France enhances discoverability for global researchers affiliated with universities such as Yale University, Princeton University, University of Cambridge, and University of Chicago.

Editorial leadership has included editors drawn from faculties at Stanford Graduate School of Education, Harvard Graduate School of Education, University of Pennsylvania Graduate School of Education, and University of California, Los Angeles. Governance often involves advisory contributions from representatives of organizations like American Educational Research Association, Association of Teacher Educators, and accrediting bodies such as NCATE and Council for the Accreditation of Educator Preparation. The journal employs double-blind peer review processes common to high-impact venues alongside editorial review practices paralleling those at journals like Educational Researcher, Review of Educational Research, and Teachers College Record.

The journal’s impact factor and citation metrics are tracked by Clarivate, Scopus, and related services; its influence is noted in policy reports from U.S. Department of Education, think tanks like Brookings Institution and American Institutes for Research, and foundations such as Bill & Melinda Gates Foundation. Scholars from University of Chicago, University of Michigan, Michigan State University, Vanderbilt University, and University of Washington frequently cite the journal in work on teacher effectiveness, induction programs, and culturally responsive pedagogy debated in venues including AERA Annual Meeting and American Association of Colleges for Teacher Education Conference.

Landmark articles have addressed themes like novice teacher induction linked to National Board for Professional Teaching Standards reforms, impacts of alternative certification exemplified by Teach For America, and culturally sustaining pedagogy drawing on scholarship from Geneva Gay and institutions such as Howard University and Morehouse College. Special issues have focused on topics aligned with initiatives by UNESCO, equity efforts associated with Civil Rights Movement legacies, and international comparative studies involving scholars at University of Cambridge, University of Oxford, and University of Melbourne.

Published by SAGE Publications on behalf of American Association of Colleges for Teacher Education, the journal offers institutional subscriptions to libraries at Harvard University, Stanford University, University of Toronto, and public access options aligned with policies from funders like National Institutes of Health and mandates similar to those from Wellcome Trust. It supports online access via platforms used by aggregators including ProQuest, EBSCOhost, and JSTOR, and follows editorial policies comparable to those of Educational Researcher and Review of Educational Research.

Category:Academic journals in education