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European Journal of Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, Collaborative Teaching and Inclusion, Educator Training and Historical Pedagogy.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." European Journal of Teacher Education 12 (3): 45–58.
Formats any DOI in European Journal of Teacher Education style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Collaborative Teaching and Inclusion Educator Training and Historical Pedagogy Educational Practices and Policies Teacher Professional Development and Motivation |
| ISSN | 0261-9768 |
| Citation impact (2-yr) | 3.21 |
| h-index | 92 |
| i10-index | 760 |
| Total citations | 43,372 |
| Top institutions publishing here | University of Minho |
| Journal website | www.tandfonline.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 describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia (with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment, preparation, induction, ongoing professional…
As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and…
The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and…
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a…
The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean English as a Foreign Language (EFL) teacher candidates…
