Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.Teaching and Teacher Education does not accept proposals for guest editorships and special issues.
教学与教师教育(Teaching And Teacher Education)是一本由Elsevier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，属于国际一流期刊。该刊创刊于1985年，出版周期8 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为4，CiteScore指数6.5，SJR指数1.663。本刊非开放获取期刊。 《教学与教师教育》是一本国际期刊，主要关注处于国际视野和背景下的教师、教学和教师教育。该杂志侧重于从幼儿到高中（中等教育）、教师准备，以及有关教师专业发展和教师教育的高等教育。该杂志是一本多学科期刊，致力于没有单一的方法、学科、方法或范式。该杂志欢迎采用各种方法（定性、定量和混合方法）进行实证研究；还发表高质量的系统综述和荟萃分析。手稿应加强、建立和扩展教学和教师教育中的理论、研究和实践的边界。该杂志不会主动发布书评，不接受客座编辑和特刊的提议。
The impact of Lesson Study professional development on the quality of teacher learning
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.02.009
Mapping a strong school culture and linking it to sustainable school improvement
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.02.001
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
来源期刊：Teaching and Teacher EducationDOI：10.1016/j.tate.2019.102882
Quantifying teacher resilience: Context matters
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.03.012
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.06.010
Teachers` Dual Commitment to the Organization and Occupation: A Person-centered Investigation
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.09.009
Examining teachers’ adaptive expertise through personal practical theories
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.09.016
How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.05.005
Teacher education and international practice programmes: Reflections on transformative learning and global citizenship
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.12.003
“You stick up for all kids”: (De)Politicizing the enactment of LGBTQ+ teacher ally work
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.03.001
Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
来源期刊：Teaching and Teacher EducationDOI：10.1016/j.tate.2018.12.014
From experienced teachers to newcomers to the profession : the capital conversion of internationally educated teachers in Canada
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.11.006
Approaches to co-construction of knowledge in teacher learning groups
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.019
Negotiating a common language and shared understanding about core practices: The case of discussion
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.01.009
“We have those kinds of conversations here …”: Addressing contentious politics with elementary students
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.12.008
Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.07.003
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.02.010
Politics of hybridity: Teaching for social justice in an era of standards-based reform
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.02.011
Teacher anger: New empirical insights using a multi-method approach
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102895
How to hit a moving target: 35 years of gender and sexual diversity in teacher education
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.11.004
Teacher perceptions of a project-based approach to social studies and literacy instruction
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.016
Innovation in Teacher Education: Collective Creativity in the Development of a Teacher Education Internship
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.10.020
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102910
Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.07.001
Beginning teachers’ professional support : a mixed methods social network study
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.008
Neuroscience knowledge enriches pedagogical choices
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.002
Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.02.003
General education teachers’ math instructional practices in kindergarten classrooms with and without students with emotional and behavioral disabilities
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.10.019
Understanding teachers’ attitudes towards the inclusion of children with disabilities in inclusive schools using mixed methods: The case of Trinidad
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.007
Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.12.020
Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.05.008
Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.10.016
The characteristics of students, blog groups and blogging that predict reflection in blogs during teaching practice and induction year
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102900
Making teacher dispositions explicit: A participatory approach
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.10.018
Why do graduates from prestigious universities choose to teach in disadvantaged schools? Lessons from an alternative teacher preparation program in China
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.10.011
United States and Canada pre-service teacher certification standards for student mental health: A comparative case study
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.12.015
Transformative learning for computer science teachers: Examining how educators learn e-textiles in professional development
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.05.004
Student organizational citizenship behavior: Nature and structure among students in elementary and middle schools
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.04.010
Beginner Teachers’ conceptions of a successful lesson in English secondary schools: structure and implications
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.09.013
Practice what you teach: How experiencing elementary school science teaching practices helps prepare teacher candidates
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102886
“Of course I have changed!”: A narrative inquiry of foreign teachers’ professional identities in Shenzhen, China
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102905
Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.11.018
The use of visual network scales in teacher leader development
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.03.018
An exploratory study into teachers’ beliefs and experiences about allocating students
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.01.007
Two mathematics teacher educators’ efforts to improve teaching and learning processes: An action research study
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2018.11.005
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.03.015
“This is my way … I am an ambassador” identity voices of teachers with learning disorders
来源期刊：Teaching and Teacher EducationDOI：10.1016/j.tate.2019.102923
An analysis of the motivating factors underlying the hidden curriculum components through the lens of the iranian students of architecture: A qualitative study
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.05.007
Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum
来源期刊：Teaching and Teacher EducationDOI：10.1016/J.TATE.2019.102890
The experiences of pre-service teachers delivering a study unit on multiculturalism, racism and prejudice
来源期刊：Teaching and Teacher EducationDOI：10.1016/j.tate.2019.102911
