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From: Ed Prep Matters – AACTE blog
JTE Podcast Interview: Proposing Core Practices for Social Studies Teacher Education
JTE Podcast Interview: Studying Preservice Teachers’ Perceptions of Planning for CRDL
JTE Authors Discuss Use of Inquiry Community Framework in Clinical Setting
JTE Podcast Interview: Program Completer Surveys and Teacher Effectiveness
JTE Podcast Interview: The Role of Historians, Archivists and Museum Educators as Teacher Educators
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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 http://journals.sagepub.com/home/jte. Supplemental material such as author interviews and editorial highlights can be found in the “JTE Insider” blog maintained by the editorial team.
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In January 2021, AACTE named Texas A&M University’s College of Education and Human Development as the incoming editorial host of the Journal of Teacher Education. The journal is currently led by two coeditors – Chery Craig and Valerie Hill-Jackson. Marilyn Cochran-Smith has graciously accepted a one-year appointment as the editor-in-residence. The team is supported by:
Maria Assuncao Flores
John Williams III
Contact the editors by e-mail at firstname.lastname@example.org and at Journal of Teacher Education, MS 4222, 540 Ross Street, Harrington Tower College of Education and Human Development, Texas A&M University, College Station, TX 77843-4222. E-mail is their preferred method of communication.
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.
AACTE would like to acknowledge the top 5% of JTE peer reviewers, including those with 5+ annual reviews, high R scores or two consecutive years of service. These individuals are listed below. Individuals interested in becoming a JTE reviewer are encouraged to complete this brief form.