JOURNAL OF EDUCATION FOR TEACHING

JOURNAL OF EDUCATION FOR TEACHING

J EDUC TEACHING
影响因子:1.7
JCR分区:Q2
新锐分区:教育学3区
是否综述期刊:N/A
是否预警:不在预警名单内
是否OA:
出版国家/地区:-
出版社:Taylor & Francis
发刊时间:0
收录数据库:SCIE/SSCI/Scopus收录
ISSN:0260-7476

期刊介绍

Journal of Education for Teaching is an academic journal dedicated to the field of education, aiming to publish original, significant, and rigorous contributions of teachers to the field of education. This magazine covers a wide range of topics in the field of education, including primary education, secondary education, higher education, and special education. The magazine emphasizes the role and contribution of teachers in the field of education, encouraging them to share their practical experience and teaching reflection. At the same time, the magazine also welcomes submissions from educational scholars, policy makers, and other educators to promote academic exchange and cooperation in the field of education.The goal of this magazine is to provide educators with a high-quality academic platform to promote research and innovation in the field of education. By publishing high-quality academic papers, JET aims to promote academic progress and practical improvement in the field of education, providing valuable academic resources for educators.
教育教学杂志(Journal Of Education For Teaching)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1981年,出版周期5 issues/year。2021-2022年最新版WOS分区等级:Q2,2023年发布的影响因子为1.6,CiteScore指数10.5,SJR指数1.356。本刊非开放获取期刊。 《教育教学杂志》是一本专注于教育领域的学术期刊,旨在发表教师对教育领域的原创、重大和严谨的贡献。该杂志涵盖了教育领域的广泛议题,包括初等教育、中等教育、高等教育以及特殊教育等。杂志特别强调教师在教育领域的作用和贡献,鼓励教师分享自己的实践经验和教学反思。同时,该杂志也欢迎来自教育学者、政策制定者和其他教育工作者的投稿,以促进教育领域的学术交流和合作。该杂志的目标是为教育工作者提供一个高质量的学术平台,推动教育领域的研究和创新。通过发表高质量的学术论文,JET旨在促进教育领域的学术进步和实践改进,为教育工作者提供有价值的学术资源。
年发文量 44
国人发稿量 7.48
国人发文占比 0.17%
自引率 5.9%
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 EDUCATION & EDUCATIONAL RESEARCH-
投稿链接 -

期刊高被引文献

Toward praxically-just transformations: interrupting racism in teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550608
Mid-life career changing to teaching profession: a study of secondary school teachers in a rural community
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548168
Teacher educators for new times? Redefining an important occupational group
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548174
Social justice teacher educators: what kind of knowing is needed?
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550606
The team teaching experiences of pre-service science teachers implementing PBL in elementary school
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599505
European educational research (Re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1579031
Teacher education in England: a critical interrogation of school-led training
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1607083
Analysis of interaction patterns and tutor assistance in processes of joint reflection in pre-service teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639259
Decolonial innovation in teacher development: praxis beyond the colonial zero-point
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550605
What matters to supervisors and is this reflected in what they do? Analysing the work of university supervisors of the practicum
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599509
A narrative inquiry into the fostering of a teacher-principal’s best-loved self in an online teacher community in China
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599508
Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter?
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1674560
A comparative study on language teacher educators’ ideal identities in China: more than just finding a middle ground
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548173
Incorporating lesson study in ITE: organisational structures to support student teacher learning
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639262
How do student teachers reflect on their practice through practicum courses? A case study from Iran
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599511
Examining student teachers’ engagement with the theory-practice link in initial teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548167
Re-mediating knowledge infrastructures: a site for innovation in teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550607
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639264
Quality of teacher education and learning: theory and practice
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1541342
Strategies to cope with emotionally challenging situations in teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1674565
Developing pre-service teachers’ professional vision with video interventions: a divergent replication
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1674563
Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639265
New perspectives on young children’s moral education: developing character through a virtue ethics approach
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1579032
Motivations for choosing teaching as a career: teacher trainees’ perspective from a Myanmar context
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1674561
Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550603
Enhancing student teacher motivation through mentor feedback on practicum reports: a case study
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1675355
Enhancing preservice teachers’ professional competence through experiential learning
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599507
Improving preservice teachers’ scientific argumentative writing through epistemic practices: a learning progression approach
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548172
How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1674564
Catering for teachers’ individual teaching differences in China: the case of forming reciprocal coaching circles supported by university-based teacher educators
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548175
The theory–practice nexus in teacher education: new evidence for effective approaches
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639267
Using Wicked problems to foster interdisciplinary practice among UK trainee teachers
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639263
Developing pre-service teacher knowledge using online forums: supporting confident and competent teaching practices
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639260
My cooperating teacher and I: how pre-service teachers story mentorship during School Placement
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639258
Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639261
The Australian national exceptional teaching for disadvantaged schools programme: a reflection on its first 8 years
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1550604
School Adoption by School-University Partnerships – an example from Germany
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599510
From troops to teachers: changing careers and narrative identities
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599502
Schooling, democracy and the quest for wisdom: partnerships and the moral dimensions of teaching
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1675390
Are public lessons in China teachers’ shows?: an investigation of English teachers’ beliefs
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1675357
Impact of professional development programme on teachers’ competencies in assessment
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1639266
Enriching students’ language skills and confidence through a university mentoring scheme
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548176
Comparing ethnographies: local studies of education across the Americas
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1675393
Patterns in how pre-service elementary teachers formulate evidence-based claims about student cognition
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2018.1548170
Outcomes of teacher education in Finland: subject teachers compared with primary teachers
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599504
Approaches to the advancement of teacher professionalism: international perspectives
来源期刊:Journal of Education for TeachingDOI:10.1080/09589236.2019.1599512
Motivation and provision in teacher education: context, culture and capacity
来源期刊:Journal of Education for TeachingDOI:10.1080/02607476.2019.1675356

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00%19.73%--

相关指数

影响因子
影响因子
年发文量
自引率

预警情况

查看说明
时间 预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源:中科院《 国际期刊预警名单》

JCR分区

WOS分区等级:2区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方(Web of Science)为每个学科内的期刊按照IF数值排 序,将期刊按照四等分的方法划分的Q1-Q4等级,Q1代表质量最高,即常说的1区期刊。
(2024-2025年最新版)
EDUCATION & EDUCATIONAL RESEARCH
Q2

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2026年3月发布
(新锐分区)
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
N/A
2025年3月升级版
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
2023年12月旧的升级版
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区

CiteScore

查看说明
CiteScore SJR SNIP 学科 分区 排名
4.10
0.818
1.280
大类:Social Sciences 小类:Education
Q1
389 / 1620

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