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From: Ed Prep Matters – AACTE blog
JTE Highlights Teacher Residencies in New Call for Manuscripts
Call for Applications: JTE-Holmes Co-Editorship Second Cohort
Webinars to Highlight Critical Role of Holmes Programs, Partnerships
Call for Applications: Journal of Teacher Education Holmes Fellowship
JTE’s Special Issue on Family and Community Engagement: Insights from NAFSCE’s Innovation Collaboratives
More blog entries
The Journal of Teacher Education (JTE), the official journal of AACTE, has been a leading voice in the field of teacher preparation for 75 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 educator 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 journals.sagepub.com/home/jte.
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2024 Holmes Scholar Co-Editor Opportunity
This opportunity is specifically for Holmes Scholars who would like to learn how to write and publish a piece of quality scholarship in a high-impact academic journal. The JTE leadership team will accept applications until 5:00 p.m. CST on October 15.
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Call for Manuscripts
The Journal aims to stimulate discussion and reflection about issues related to teacher education for pre- and in-service teachers. Manuscripts submitted for consideration should be research/empirical reports and analyses or conceptual essays. The deadline to submit is December 1, by 11:59 p.m. EST.
Call for Proposals
To celebrate its 75th anniversary, the Journal of Teacher Education (JTE) is seeking proposals for a special issue on Generative Artificial Intelligence (AI) for Volume 76, issue three. The call closed on June 15.
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 led by two coeditors – Cheryl Craig and Valerie Hill-Jackson. Punya Mishra (Arizona State University) serves as the current Editor in Residence, preceded by Lin A Goodwin (2023), Marilyn Cochran-Smith (2022) and Gloria Ladson-Billings (2021). The team is supported by:
Cheryl Craig
Valerie Hill-Jackson
Punya Mishra
John Williams III
Courtney Baker
Heidi Hallman
Andrew Kwok
Rafael Lara-Alecio
Bugrahan Yalvac
Diane Yendol-Hoppey
Rita Kohli
Ambyr Rios
Contact the editors by e-mail at jte.aacte@tamu.edu 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.