Journal of Teacher Education

The 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.

Download JTE flyer

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. The journal is currently led by a team of four coeditors – Tonya Bartell, Dorinda Carter Andrews, Robert Floden, and Gail Richmond – and six associate editors – Jeff Bale, Christine Cho, Corey Drake, Nathan Jones, Emery Petchauer, and Cinthia Salinas. The team is supported by Assistant Editor Maribel Santiago and Graduate Assistants Eliana Castro and Mary Neville.


Tonya Bartell

Dorinda Carter Andrews

Robert Floden

Gail Richmond

Associate Editors

Christine Cho

Corey Drake

H. Alix Gallagher

Ye He

Nathan Jones

Emery Petchauer

Maria Salazar

Assistant Editor

Joanne Marciano

Joanne Marciano

Graduate Assistants


Kirsten Edwards

Kirsten Edwards

Peter Nelson

Peter Nelson

Managing Editor

Jeffrey Cole

Contact the editors by e-mail at 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 Review Board

  • Charalambos Charalambous, University of Cyprus
  • Ruth Chung, Stanford University
  • Sarah Clark, Utah State University
  • Julie Cohen, University of Virginia
  • 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
  • Kristin Gansle, Louisiana State University
  • Lynsey Gibbons, Boston University
  • Drew Gitomer, Rutgers University
  • Thomas Good, University of Arizona
  • Gary Henry, University of Delaware
  • Beth Herbel-Eisenmann, Michigan State University
  • Amanda Jansen, University of Delaware
  • Stephanie Jones, University of Georgia
  • Rita Kohli, University of California, Riverside
  • Okhee Lee, New York University
  • Catherine Lewis, Mills College
  • Thomas Luschei, Claremont Graduate University
  • Jennifer Mueller, University of Wisconsin – Milwaukee
  • Thomas Philip, University of California, Berkeley
  • Rachel Pinnow, University of Missouri
  • Marleen Pugach, University of Wisconsin-Milwaukee
  • Judi Randi, University of New Haven
  • Rossella Santagata, University of California Irvine
  • Deborah Schussler, The Pennsylvania State University</li
  • Gale Seiler, McGill University
  • Peter Smagorinsky, University of Georgia
  • Jennifer Snow, Boise State University
  • Lisa Stevens, Boston College
  • Nathan Stevenson, Kent State University
  • Jeremy Stoddard, College of William and Mary
  • David Stroupe, Michigan State University
  • Roddy Theobald, American Institutes for Research
  • Jessica Thompson, University of Washington
  • Jan Van Driel, Leiden University
  • Chezare Warren, Michigan State University
  • Rebecca West Burns, University of South Florida
  • 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