The European Journal of Teacher Education is a professional academic journal dedicated to educational research, with a particular focus on the theory, policies, and practices of teacher education. This magazine is primarily aimed at educators and scholars from European countries, but also welcomes authors from around the world to submit relevant articles. The goal of the magazine is to promote international exchange and cooperation in the field of education, and to advance the sustainable development of teacher education.The content of the magazine covers various aspects of teacher education, including but not limited to educational theory, curriculum design, teaching methods, evaluation and feedback, teacher professional development, educational policies and practices, etc. It encourages researchers to adopt various research methods, such as qualitative research, quantitative research, action research, etc., to explore the practical problems and challenges of teacher education. In addition to traditional academic papers, journals also value publishing articles with practical significance, such as case studies, practice reports, instructional designs, etc., which can provide specific application guidance for educational practitioners. In addition, the magazine will regularly publish special articles on educational policy interpretations, analysis of educational reform trends, and discussions on educational hot topics to help readers better understand and respond to the development and changes in the field of education.
欧洲教师教育杂志(European Journal Of Teacher Education)是一本由Taylor & Francis出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1978年，出版周期4 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为3，CiteScore指数19.7，SJR指数2.601。本刊非开放获取期刊。 《欧洲教师教育杂志》是一份专注于教育研究的专业学术期刊，特别关注教师教育的理论、政策和实践。该杂志主要面向欧洲国家的教育工作者和学者，但也欢迎来自世界各地的作者提交相关文章。杂志的目标是促进教育领域的国际交流与合作，推动教师教育的持续发展。杂志的内容覆盖了教师教育的各个层面，包括但不限于教育理论、课程设计、教学方法、评估与反馈、教师专业发展、教育政策与实践等。它鼓励研究者采用多种研究方法，如质性研究、量化研究、行动研究等，以探究教师教育的实际问题和挑战。除了传统的学术论文外，杂志也重视出版具有实践意义的文章，比如案例研究、实践报告、教学设计等，这些内容能够为教育实践者提供具体的应用指导。此外，杂志还会定期发布教育政策解读、教育改革趋势分析、教育热点讨论等专题文章，以帮助读者更好地理解和应对教育领域的发展变化。
Supporting collaborative reflection in teacher education: a case study
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576626
Stress, coping strategies and academic achievement in teacher education students
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576629
Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1566317
Linkage within teacher education: cooperative learning of teachers and student teachers
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1547376
Teachers’ academic training for literacy instruction
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576627
The Janus faced teacher educator
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1646242
MOOCs in teacher education: institutional and pedagogical change?
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1529752
Choice and diversity in English initial teacher education (ITE): trainees’ perspectives
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1544613
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1628211
Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1628214
Multidimensional analyzing of the microteaching applications in teacher education via videograph
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1546285
Is teacher attrition a poor estimate of the value of teacher education? A Swedish case
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1566315
Student teachers’ motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652900
Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652904
The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576624
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1628210
A tribute to ‘unsung teachers’: teachers’ influences on students enrolling in STEM programs with the intent of entering STEM careers
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1523390
The development of an instrument to measure teachers’ inquiry habit of mind
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1597847
The promises and limitations of international comparative research on teacher education
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1566316
Novice teachers’ learning and knowledge building during the induction programme
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1523389
Irish student teachers’ beliefs about self, learning and teaching: a longitudinal study
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576625
Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652901
Novice teacher challenges and promoting novice teacher retention in Canada
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652906
Predictions of school mentors’ effort in teacher education programmes
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652902
Partnership in learning: how staff-student collaboration can innovate teaching
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652905
Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1604670
The research circle - a tool for preschool teachers’ professional learning and preschool development
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652899
The supportive character of teacher education triadic conferences: detailing the formative feedback conveyed
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1550065
Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1628212
Formative assessment and teaching practice: the point of view of Italian teachers
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1604668
A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2018.1541083
Professional identity among student teachers of physical education: the role of physicality
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1576628
Teacher educators as teachers and as researchers
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1648972
Pre-service teachers in Germany’s pluralistic scholarship system and their motivations for becoming teachers
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1566314
Evidence for measuring teachers’ core practices
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652903
Review of B. Kumaravadivelu’s (2012) language teacher education for a global society
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1652898
Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1570495
Reaching in-service primary teachers with research innovations: the role of dissemination events in stimulating download activity
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1604669
Editorial
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1610623
Providing a good start. Concerns of beginning secondary school teachers and support provided
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1693992
The complex interplay of variables in studying teacher education
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1575092
Lesson Study as a professional tool to strengthen collaborative enquiry in mentoring sessions in Initial Teacher Education
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1641487
Editorial
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1551513
Learning to be a teacher: mentoring, collaboration and professional practice
来源期刊：European Journal of Teacher EducationDOI：10.1080/02619768.2019.1680207
