研飞ivySCI (青藤学术）

Teaching and Teacher Education

短名	Teach. Teach. Educ.
Journal Impact	3.92
国际分区	EDUCATION & EDUCATIONAL RESEARCH(Q1)
期刊索引	SCI Q1中科院 1 区

ISSN	0742-051X, 1879-2480
h-index	158
国内分区	教育学(1区)教育学教育学和教育研究(1区)
Top期刊	是

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.

期刊主页

涉及主题	心理学社会学数学教育学数学教育经济政治学法学经济增长哲学计算机科学医学教师教育物理医学教育生物认识论社会心理学
出版信息	出版商: Elsevier Ltd，出版周期: ，期刊类型: journal
基本数据	创刊年份: 1985，原创研究文献占比: 95.85%，自引率:15.00%， Gold OA占比: 34.90%

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Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study

2024-12-1

Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model

2024-12-1

Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times

2024-12-1

The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis

2024-12-1

What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics

2024-12-1

The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning

2024-12-1

A systematic review of teacher resilience: A perspective of the job demands and resources model

2024-12-1

Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

2024-12-1

Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination

2024-12-1

Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders

2024-12-1

Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile

2024-12-1

Editorial Board

2024-12-1

Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708]

2024-12-1

Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training

2024-12-1

Relationships and differences between goal orientations and emotional experiences of physical education teachers

2024-12-1

Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study

2024-12-1

Mapping the landscape: A scoping review of 21st century skills literature in secondary education

2024-12-1

Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance

2024-12-1

The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression

2024-11-1

Editorial Board

2024-11-1

Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree

2024-11-1

A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness

2024-11-1

Early childhood teachers' emotional labour: The role of job and personal resources in protecting well-being

2024-10-1

Editorial Board

2024-10-1

Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices

2024-10-1

Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)

2024-10-1

Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

2024-10-1

Understanding cross-cultural differences in pedagogical beliefs: A comparison among South Korean, Spanish, and German early childhood teachers

2024-10-1

21st century technology and editing an international journal

2024-10-1

Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach

2024-10-1

“Don't cry or show your anger in public places”: Exploring the emotional labor experiences of novice Chinese language teachers in Cameroon

2024-10-1

Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach

2024-10-1

“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts

2024-10-1

TEC-Q: A tool to sort out teacher emotions in the classroom

2024-10-1

Teacher educators' views and responses to digital distraction in pre-service teacher education

2024-10-1

Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context

2024-10-1

The whole thing needs a shake-up: A mixed method study examining teachers’ perspectives on social and emotional skills in schools

2024-10-1

Disentangling pre-service history teachers’ pedagogical content knowledge

2024-10-1

A model for investigating and developing mathematics teachers' noticing of argumentation

2024-10-1

Unpacking Chinese Mingshi’s (expert teachers) career trajectories

2024-10-1

Friend or foe? Learning through play and education reform in Ukraine

2024-10-1

Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised

2024-10-1

Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation

2024-10-1

Beyond awareness: Social justice agents and preservice teacher possible selves

2024-10-1

Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms

2024-10-1

Queer and trans activism in South African schools: Non-Governmental Organisations (NGOs) disrupting LGBT+ inequalities

2024-10-1

Editorial Board

2024-10-1

Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown

2024-10-1

“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms

2024-10-1

Becoming a secondary school teacher: Keys to a meaningful professional identity

2024-10-1

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Teaching and Teacher Education

期刊引文格式

只有1位作者的期刊

有2位作者的期刊

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最新文章

Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study

Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model

Learning to teach in the 2020s: Four teacher candidates’ experiences amid challenging times

The kids are (not) alright: Teachers’ perspectives on the discourse of youth in social-emotional crisis

What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics

The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning

A systematic review of teacher resilience: A perspective of the job demands and resources model

Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

Racial and gender education in the early school years: An examination of teachers’ reactions to discrimination

Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders

Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile

Editorial Board

Corrigendum to “The whole thing needs a shake up: A mixed method study examining teachers’ perspective on social and emotional skills in school” [Teach. Teach. Edu. 148 (2024) 104708]

Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training

Relationships and differences between goal orientations and emotional experiences of physical education teachers

Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study

Mapping the landscape: A scoping review of 21st century skills literature in secondary education

Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance

The emotion regulation antecedents of tertiary EFL instructors and their use of reappraisal and suppression

Editorial Board

Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree

A survey-experiment study on school bullying victims' reactions and teachers’ serious perception and intervention willingness

Early childhood teachers' emotional labour: The role of job and personal resources in protecting well-being

Editorial Board

Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices

Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN)

Why don't all victims tell teachers about being bullied? A mixed methods study on how direct and indirect bullying and student-teacher relationship quality are linked with bullying disclosure

Understanding cross-cultural differences in pedagogical beliefs: A comparison among South Korean, Spanish, and German early childhood teachers

21st century technology and editing an international journal

Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach

“Don't cry or show your anger in public places”: Exploring the emotional labor experiences of novice Chinese language teachers in Cameroon

Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach

“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts

TEC-Q: A tool to sort out teacher emotions in the classroom

Teacher educators' views and responses to digital distraction in pre-service teacher education

Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context

The whole thing needs a shake-up: A mixed method study examining teachers’ perspectives on social and emotional skills in schools

Disentangling pre-service history teachers’ pedagogical content knowledge

A model for investigating and developing mathematics teachers' noticing of argumentation

Unpacking Chinese Mingshi’s (expert teachers) career trajectories

Friend or foe? Learning through play and education reform in Ukraine

Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised

Preservice teachers' judgments of students’ expectations of success and task values: Close relations with their personal task motivation

Beyond awareness: Social justice agents and preservice teacher possible selves

Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms

Queer and trans activism in South African schools: Non-Governmental Organisations (NGOs) disrupting LGBT+ inequalities

Editorial Board

Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown

“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms

Becoming a secondary school teacher: Keys to a meaningful professional identity

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