Teacher Education and Special Education

Aims & Scope

Teacher Education and Special Education (TESE) is the official journal of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC).

The primary purpose of TED is to lead and support teacher education on behalf of students with exceptional needs and their families.

Secondary purposes are to advance teacher educators’ implementation of evidence-based practices and collaboration between general and special education, influence policy through strong advocacy for teacher education in special education, and disseminate research and issues-related information.

The purposes of TESE are to support the goals of TED and to stimulate in-depth reflection of the critical issues shaping the future of teacher education and special education.

TESE publishes original quantitative and qualitative research, systematic reviews of the literature, theoretically grounded position papers, evaluations of personnel preparation and professional development programs, and policy analyses.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.6
2024	1.90

SJR (SCImago Journal Rank)

Year	Value
2024	1.561

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	28

Journal Rank

Year	Value
2024	2228

Journal Citation Indicator

Year	Value
2024	259

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants

  Citation: 445

  Authors: Rose M

• Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies

  Citation: 296

  Authors: Allison Graves, Christina C.

• The Potential of Simulated Environments in Teacher Education

  Citation: 251

  Authors: Lisa A., Jacqueline A., Benjamin, Michael C., Charles E.

• Providing Performance Feedback to Teachers: A Review

  Citation: 217

  Authors: Mary Catherine, Kathy L., James K.

• Pre-Service Teacher Training in Classroom Management

  Citation: 202

  Authors: Jennifer, Brandi, Donald E., Ashley S.

• The Research to Practice Gap in Special Education

  Citation: 161

  Authors: Charles R., Mary

• Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders

  Citation: 137

  Authors: Michael J., Kristen L., L. Juane

• Using the Pause Procedure to Enhance Lecture Recall

  Citation: 128

  Authors: Kathy L., Charles A., Patrick J.

• Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities

  Citation: 112

  Authors: Loretta, Elizabeth, David, Alexandria, Michael, Paul T.

• Special Education Teacher Education Research: Current Status and Future Directions

  Citation: 108

  Authors: Paul T., Mary T., Bonnie

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