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Journal of Teacher Education is a peer-reviewed journal published by SAGE, covering Teacher Education and Leadership Studies, Diverse Educational Innovations Studies, Educator Training and Historical Pedagogy. Over its lifetime it has published 5,800 papers, which have received 161,863 citations.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Journal of Teacher Education, 12(3), pp. 45–58.
Formats any DOI in Journal of Teacher Education style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Diverse Educational Innovations Studies Educator Training and Historical Pedagogy Education and Critical Thinking Development Collaborative Teaching and Inclusion |
| ISSN | 0022-4871 |
| Citation impact (2-yr) | 5.55 |
| h-index | 181 |
| i10-index | 1,705 |
| Top institutions publishing here | Michigan State University |
| Journal website | jte.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the…
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we…
This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about…
