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 65 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 commentaries. 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 educators, student teaching, and others.

For details about manuscript submission, subscriptions, and advertising, visit the journal's web site at Supplemental material such as author interviews and editorial highlights can be found in the “JTE Insider” blog maintained by the editorial team.

About the JTE Editorial Team

In January 2015, AACTE named Michigan State University's College of Education as the incoming editorial host of the Journal of Teacher Education. Commencing with Volume 67, Issue 1 (January/February 2016), the journal is led by a team of three coeditors—Dorinda Carter Andrews, Robert Floden, and Gail Richmond—and five associate editors—Tonya Bartell, Corey Drake, Cynthia Okolo, Django Paris, and Kristy Cooper Stein. The team is supported by Assistant Editor David Stroupe and Graduate Assistants Bernadette Castillo and Eli Kean.


Dorinda Carter Andrews
Robert Floden
Gail Richmond

Associate Editors

Tonya Bartell
Corey Drake
Cynthia Okolo
Django Paris
Kristy Cooper Stein

Assistant Editor

David Stroupe

Graduate Assistants

Bernadette Castillo
Eli Kean

Contact the editors by e-mail at This email address is being protected from spambots. You need JavaScript enabled to view it. and at Journal of Teacher Education, 134 Erickson Hall,
College of Education, Michigan State University, East Lansing, MI 48824-1034. E-mail is their preferred method of communication.

JTE Editorial Aims and Scopes

The editors aim to achieve a strategic balance among the areas of preservice and in-service teacher education practice, policy, and research, bringing those areas to bear on one another in challenging and productive ways. They offer a forum for diverse work of teacher education researchers (university and non-university based), teacher education practitioners (e.g., university, state, district, community college), and policy makers at all levels. Linking research and practice is paramount in their vision for the JTE.

The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment, and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification.

JTE does not publish book reviews, program evaluations, or articles solely describing programs, program components, courses, or personal experiences.

JTE Editorial Board

In addition to the editorial team at Michigan State University, the Journal of Teacher Education is supported by hundreds of peer-review volunteers in the field. Official oversight is provided by the AACTE Committee on Research and Dissemination, which serves as the journal's editorial board:

  • Mistilina Sato (chair), University of Minnesota, Twin Cities
  • Michael Sampson (board liaison), St. John's University
  • Ali Borjian, San Francisco State University
  • Beverly Cross, University of Memphis
  • Benjamin Dotger, Syracuse University
  • Ellen McIntyre, University of North Carolina, Charlotte
  • Jeanne Wilcox, Arizona State University

JTE Board of Reviewers

Audrey Amrein-Beardsley, Arizona State University
Alfredo Artiles, Arizona State University
Jeff Bale, Ontario Institute for Studies in Education Curriculum, Teaching, and Learning
Steven Bickmore, Louisiana State University
Erica Boling, Rutgers University
Bryan Brayboy, Arizona State University
Christine Cho, Nipissing University
Ruth Chung, Stanford University
Sarah Clark, Utah State University
Renee Clift, University of Arizona
Margaret Crocco, Michigan State University
Nancy Dana, University of Florida
Christopher Day, University of Nottingham
Alyssa Dunn, Michigan State University
Jessica Early, Arizona State University
Ralph Ferretti, University of Delaware
Janet Gaffney, University of Auckland
H. Alix Gallagher, SRI International
Gary Galluzzo, George Mason University
Kristin Gansle, Louisiana State University
Geneva Gay, University of Washington
Drew Gitomer, Rutgers University
Thomas Good, University of Arizona
Ye He, University of North Carolina at Greensboro
Gary Henry, Vanderbilt University
Beth Herbel-Eisenmann, Michigan State University
David Imig, University of Maryland
Amanda Jansen, University of Delaware
Nathan Jones, Boston University
Stephanie Jones, University of Georgia
Catherine Lewis, Mills College
Tamara Lucas, Montclair State University
Thomas Luschei, Claremont Graduate University
Jennifer Mueller, University of Wisconsin – Milwaukee
Frank Murray, University of Delaware
Rachel Pinnow, University of Missouri
Judi Randi, University of New Haven
Maria Araceli Ruiz-Primo, University of Colorado Denver
Rossella Santagata, University of California Irvine
Gale Seiler, McGill University
Peter Smagorinsky, University of Georgia
Jennifer Snow, Boise State University
Jesse Solomon, Boston Plan for Excellence
Randi Stanulis, Michigan State University
Lisa Stevens, Boston College
Jeremy Stoddard, College of William and Mary
Jessica Thompson, University of Washington
Jan Van Driel, Leiden University
Chezare Warren, Michigan State University
Karl Wheatley, Cleveland State University
Suzanne Wilson, University of Connecticut
Theo Wubbels, Utrecht University
Diane Yendol-Hoppey, University of South Florida
Peter Youngs, University of Virginia