Journal of Teacher Education

Journal of Teacher Education CoverThe Journal of Teacher Education (JTE), the official journal of AACTE, has been a leading voice in the field of teacher preparation for more than 60 years and is one of the most widely read professional journals in the field. JTE's five peer-reviewed issues per volume year contain thematic and general interest articles as well as editorials and book reviews. Its content focuses on policy, practice, and research that contribute to teacher preparation as a field of inquiry along numerous themes, including accreditation, assessment and evaluation, extended programs, teacher education faculty, student teaching, and others.

For details about manuscript submission, subscriptions, and advertising, visit the journal's web site at http://jte.sagepub.com.

About the JTE Editorial Team

In August 2010, AACTE named Pennsylvania State University's College of Education as the editorial host of the Journal of Teacher Education commencing with Volume 62, Issue 5 (November/December 2011).The current team consists of three coeditors – Stephanie Knight, Gwendolyn Lloyd and Fran Arbaugh – and four associate editors – David Gamson, Scott McDonald, James Nolan, and Anne Whitney.

In addition to managing the journal's day-to-day operations, this team represents JTE in the field at conferences and other events. Visit the Resource Library to view video from a major forum organized by the JTE editors at the 2014 AACTE Annual Meeting.

Stephanie Knight ImageStephanie Knight, lead co-editor, is a professor of educational psychology with a focus on teacher professional development, teacher research and teaching and learning of students placed at risk for failure. Her background also includes work with English language learners in urban classrooms. She served as co-editor of the American Educational Research Journal Section on Teaching, Learning and Human Development, a review board member for Learning Environments Research Journal and National Journal of Urban Education and Practice and a reviewer for a number of other journals including Teaching and Teacher Education.


Gwen Lloyd ImageGwendolyn Lloyd, co-editor, is a professor of mathematics education whose research and professional work focus on teacher education and professional development, particularly in the context of ongoing curricular reforms. From 2000-2009, she served as principal investigator of two National Science Foundation-funded projects focused on pre-service teachers' interactions with K-12 textbooks and curriculum materials. Lloyd has been an editorial panelist and guest editor for the Journal for Research in Mathematics Education, and she was an editor of the research volume Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction.


Fran Arbaugh imageFran Arbaugh, co-editor, is an associate professor of mathematics education. She was awarded the University of Missouri’s William T. Kemper Fellowship for Teaching Excellence for her teaching of pre-service and in-service mathematics teachers. She has had multiple funded projects in teacher education from the National Science Foundation. Arbaugh was co-editor of Inquiry into Mathematics Teacher Education from the Association of Mathematics Teacher Educators (AMTE) Monograph Series, associate editor of A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project from Information Age Publishing and a member of the editorial panel for two other AMTE monographs.



Editor's Contact: This email address is being protected from spambots. You need JavaScript enabled to view it. or mail to: Journal of Teacher Education, College of Education, Pennsylvania State University, 274 Chambers Building, University Park, PA 16802

JTE Editorial Board, Advisers, and Reviewers

In addition to the editorial team at Penn State University the Journal of Teacher Education is supported by hundreds of volunteers in the field. Oversight is provided by the AACTE Committee on Research and Dissemination, which serves as the journal's editorial board. Another group, called Senior Advisers, provides an annual sounding board for the editors on professional issues and trends in research, policy, and practice. Most important, the 60-member Editorial Review Board and hundreds of ad hoc peer reviewers enable the journal to publish dozens of top-quality manuscripts each year.

2014-2015 Editorial Board: AACTE Committee on Research and Dissemination

Jorgelina Abbate-Vaughn (chair), University of Massachusetts-Boston
Michael Sampson (board liaison), Northern Arizona University
Beverly Cross, University of Memphis
Ellen McIntyre, University of North Carolina, Charlotte
George Petersen, California Lutheran University
Mistilina Sato, University of Minnesota, Twin Cities
Kate Scantlebury, University of Delaware

2014-2015 JTE Senior Advisers

Jorgelina Abbate-Vaughn, University of Massachusetts-Boston (ex officio)
Dan Goldhaber, University of Washington-Bothell
Etta Hollins, University of Missouri at Kansas City
Paul LeMahieu, Carnegie Foundation for the Advancement of Teaching
Jane E. West, AACTE Education Policy Consultant
Jennie Whitcomb, University of Colorado at Boulder
Suzanne Wilson, University of Connecticut

JTE Editorial Review Board

To learn more about becoming a reviewer for JTE, contact the editors at This email address is being protected from spambots. You need JavaScript enabled to view it..