JOURNAL OF EDUCATION FOR TEACHING

Scope & Guideline

Exploring New Frontiers in Teacher Education

Introduction

Immerse yourself in the scholarly insights of JOURNAL OF EDUCATION FOR TEACHING with our comprehensive guidelines detailing its aims and scope. This page is your resource for understanding the journal's thematic priorities. Stay abreast of trending topics currently drawing significant attention and explore declining topics for a full picture of evolving interests. Our selection of highly cited topics and recent high-impact papers is curated within these guidelines to enhance your research impact.
LanguageEnglish
ISSN0260-7476
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 1981 to 1998, from 2001 to 2003, from 2005 to 2024
AbbreviationJ EDUC TEACHING / J. Educ. Teach.
Frequency5 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND

Aims and Scopes

The JOURNAL OF EDUCATION FOR TEACHING focuses on advancing the field of teacher education through empirical research, theoretical exploration, and practical insights. The journal aims to provide a platform for discussing innovative practices and policies in teacher education, fostering professional development, and enhancing the quality of teaching and learning in diverse educational contexts.
  1. Teacher Identity and Professional Development:
    The journal emphasizes studies on teacher identity formation and professional development, exploring how personal, cultural, and institutional factors influence teachers' professional journeys.
  2. Innovative Teaching Practices:
    Research on innovative pedagogical strategies and practices is a core focus, highlighting how different teaching methodologies can enhance learning outcomes for diverse student populations.
  3. Policy and Curriculum Reform:
    The journal addresses the implications of educational policies and curriculum reforms, examining their impact on teacher education and the broader educational landscape.
  4. Emotional and Social Dynamics in Teaching:
    There is a significant interest in understanding the emotional and social dimensions of teaching, including how teachers navigate challenges, foster resilience, and promote social justice in education.
  5. Technology Integration in Teacher Education:
    The exploration of technology's role in teacher education is prevalent, with studies focusing on digital literacy, online teaching strategies, and the integration of technology into pedagogical practices.
  6. Cross-Cultural Perspectives in Education:
    The journal features a variety of international perspectives on teacher education, showcasing comparative studies that highlight different educational contexts and practices.
The JOURNAL OF EDUCATION FOR TEACHING has identified several trending and emerging themes that reflect current challenges and innovations within the field of teacher education. These themes highlight the journal's responsiveness to contemporary educational issues and the evolving needs of educators.
  1. Social Justice and Equity in Education:
    There is a growing emphasis on social justice and equity in education, with numerous studies addressing how teacher education can better prepare educators to serve diverse populations and promote inclusive practices.
  2. Impact of COVID-19 on Teacher Education:
    Research examining the effects of the COVID-19 pandemic on teacher education has surged, focusing on adaptations in teaching practices, online learning technologies, and the implications for future teacher preparation.
  3. Teacher Well-Being and Mental Health:
    Emerging themes around teacher well-being and mental health are gaining traction, highlighting the importance of supporting educators' emotional health and resilience in challenging teaching environments.
  4. Interdisciplinary and Holistic Approaches to Teacher Education:
    There is an increasing trend towards interdisciplinary approaches in teacher education, recognizing the need for educators to integrate knowledge across disciplines to enhance student learning.
  5. Use of Digital Tools and Resources:
    The integration of digital tools and resources in teacher education is a prominent theme, with research exploring how technology can enhance pedagogical practices and teacher training.

Declining or Waning

As educational landscapes evolve, certain themes within the JOURNAL OF EDUCATION FOR TEACHING have shown a decline in prominence. This section identifies areas that appear to be waning in frequency and significance based on recent publications.
  1. Traditional Teacher-Centered Pedagogies:
    There is a noticeable decline in research focusing on traditional, teacher-centered pedagogical approaches, as the journal increasingly prioritizes student-centered and innovative teaching methodologies.
  2. Standardized Testing and Assessment Practices:
    Research centered on standardized testing and traditional assessment practices has decreased, reflecting a broader shift towards formative assessments and holistic evaluation methods in teacher education.
  3. Uniform Approaches to Teacher Training:
    The journal has moved away from uniform, one-size-fits-all models of teacher training, with less emphasis on generalized training programs and more focus on tailored, context-specific approaches.
  4. Narrow Curriculum Focus:
    Topics that emphasize a narrow curriculum scope, such as discipline-specific teaching without consideration of interdisciplinary approaches, are becoming less frequent as the journal seeks to broaden the educational discourse.
  5. Resistance to Change in Pedagogical Practices:
    Research exploring resistance to change among educators has waned, giving way to more constructive analyses of adaptability and innovation in teaching practices.

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