Studying Teacher Education

2017 Impact per publication 0.49 - values from Scopus

Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education. The following areas of research are of particular interest:

• Self-study research, design and practice
• The complex nature of teacher education 
• The transition from teacher to teacher educator
• The knowledge base of teaching and teaching about teaching
• Enhanced understandings of the processes of learning to teach      
• The professional learning and development of teacher educators and
  teachers

The journal offers opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the challenges of improving one’s own teaching practices and the associated student learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.