Studying Teacher Education: A journal of self-study of teacher education practices
Studying Teacher Education: A journal of self-study of teacher education practices
Journal Title: Studying Teacher Education: A journal of self-study of teacher education practices
ISSN: 1742-5964
ISSN Online: 1742-5972
Publication Frequency: 3 issues per year
Impact Factor:
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Aim & Scope:

Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education. The following areas of research are of particular interest:

Self-study research, design and practice The complex nature of teacher education The transition from teacher to teacher educator The knowledge base of teaching and teaching about teaching Enhanced understandings of the processes of learning to teach The professional learning and development of teacher educators and

The journal offers opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the challenges of improving one’s own teaching practices and the associated student learning.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Subjects Covered & Scope: Education; Routledge Collection; Teachers & Teacher Education
Editor Board:


Tom Russell - Faculty of Education, Queen’s University, Canada
Amanda Berry  - Leiden University Graduate School of Teaching, The Netherlands

Associate Editor:
Clare Kosnik - University of Toronto, Canada
Founding Co-Editor:
John Loughran - Faculty of Education, Monash University, Australia
Editorial Board:
Dawn Garbett - University of Auckland, New Zealand
Mary Lynn Hamilton - University of Kansas, USA     
Fred Korthagen - Utrecht University, The Netherlands
Vicki LaBoskey - Mills College, USA
Juan José Mena Marcos -  Universidad de Salamanca, Spain
Deborah Tidwell - University of Northern Iowa, USA

International Advisory Board:
Donna Allender - Mt. Airy Counselling Center, USA
Jerry Allender - Temple University, USA
Peter Aubusson - University of Technology, Sydney, Australia
Judith Barak - Kaye College of Education, Israel
Clive Beck - OISE/University of Toronto, Canada
Robyn Brandenburg - University of Ballarat, Australia
Nathan Brubaker - Monash University, Australia
Shaun Bullock - Simon Fraser University, Canada
Robert V. Bullough Jr. - Brigham Young University, USA
Brandon Butler - Old Dominion University, USA
Anthony Clarke - University of British Columbia, Canada
Renee Clift - University of Illinois at Urbana-Champaign, USA
Leslie Coia - Agnes Scott College, USA
Alicia Crowe - Kent State University, USA
Ronnie Davey - Christchurch College of Education, New Zealand
Susan E. Elliott-Johns - Nipissing University, Canada
Jill Farrell - Barry University, USA
Linda Fitzgerald - University of Northern Iowa, USA  
Tim Fletcher -  Brock University, Canada
Anne Freese - University of Hawai’i, USA
Helen Freidus - Bank Street College of Education, USA
Sue Gordon - University of Sydney, Australia
Dawn Garbett - University of Auckland, New Zealand
Hafdis Gudjonsdottir - Iceland University of Education, Iceland
Hafthor Gudjonsson - Iceland University of Education, Iceland
Barbara Henderson - San Francisco State University, USA
Melissa Heston - University of Northern Iowa, USA
Garry Hoban - University of Wollongong, Australia
Tim Hopper - University of Victoria, Canada
Jeffrey Kaplan - University of Central Florida, USA
Julian Kitchen - Brock University, Canada
Linda Kroll - Mills College, USA
Jeff Kuzmic - DePaul University, USA
Mieke Lunenburg - Vrije Universiteit, The Netherlands
Juanjo Mena - University of Salamanca, Spain
Geoff Mills - Southern Oregon University, USA
Tisha Morell - University of Portland, USA
Jim Muchmore - University of Western Michigan, USA
Cynthia Nicol - University of British Columbia, Canada
Alan Ovens - University of Auckland, New Zealand
Peter Pereira - DePaul University, USA
Victoria Perselli - Kingston University, UK
Stefinee Pinnegar - Brigham Young University, USA
Jason Ritter - Duquesne University, USA
Anastasia Samaras - George Mason University, USA
Sandy Schuck - University of Technology Sydney, Australia
Ann Schulte - California State University at Chico, USA
Joseph Senese - Highland Park (Illinois) High School, USA
Monica Taylor -  Montclair State University, USA
Sandra Weber - Concordia University, Canada
Jack Whitehead - University of Bath, UK
Judy Williams - Monash University, Australia
Rosanne Zwart - Utrecht University, The Netherlands

Abtracting & Indexing: Studying Teacher Education is currently noted in Australian Education Index, Australian Research Council (ARC) Ranked Journal List; British Education Index , Contents Pages in Education , Education Resources Information Center ( ERIC)and Educational Research Abstracts online (ERA).
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