Teaching Education

Aims & Scope

Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education.

Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged.

Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts.

The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education.

These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education.

Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered.

Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.1
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.675

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	44

Journal Rank

Year	Value
2024	8477

Journal Citation Indicator

Year	Value
2024	201

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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.

• Getting Out of Deficit: Pedagogies of reconnection

  Citation: 152

  Authors: Barbara, Barbara

• The practicum in preservice teacher education: a review of empirical studies

  Citation: 145

  Authors: Esther, Ron, Haya

• Early career teacher attrition: intentions of teachers beginning

  Citation: 145

  Authors: D. Jean, Julie, Lee, C. Aiden, Pam, Eliza, Sue, Sheri

• Functions of Metaphor in Teaching and Teacher Education: A review essay

  Citation: 114

  Authors: Ahmet

• Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching

  Citation: 104

  Authors: A. Lin

• Finding a third space in teacher education: creating an urban teacher residency

  Citation: 97

  Authors: Emily J., Monica, Cynthia, Kathryn, Linda

• Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers

  Citation: 95

  Authors: Gina

• Self‐determination through self‐education: culturally responsive schooling for Indigenous students in the USA

  Citation: 93

  Authors: Bryan McKinley Jones, Angelina E.

• Australian Indigenous students: addressing equity issues in assessment

  Citation: 92

  Authors: Val

• Cultivating sacred spaces: a racial affinity group approach to support critical educators of color

  Citation: 92

  Authors: Farima

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