Studying Teacher Education

期刊简介：Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education. The following areas of research are of particular interest: Self-study research, design and practice The complex nature of teacher education The transition from teacher to teacher educator The knowledge base of teaching and teaching about teaching Enhanced understandings of the processes of learning to teach The professional learning and development of teacher educators and teachers Self-study research, design and practice The complex nature of teacher education The transition from teacher to teacher educator The knowledge base of teaching and teaching about teaching Enhanced understandings of the processes of learning to teach The professional learning and development of teacher educators and teachers The journal offers opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the challenges of improving one’s own teaching practices and the associated student learning. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

【译文】《研究教师教育》邀请对提高教学质量，特别是教师教育质量有浓厚兴趣的作者投稿。该期刊的中心目的是传播教师教育实践自学的高质量研究和对话。因此，该期刊主要是在教师教育背景和项目中工作的教师教育工作者的论坛。以下研究领域特别令人感兴趣： 自学研究、设计和实践 教师教育的复杂性 从教师到教师教育者的转变 教学和教学的知识库 加深对学习教学过程的理解 教师教育者和教师的专业学习和发展 自学研究、设计和实践 教师教育的复杂性 从教师到教师教育者的转变 教学和教学的知识基础 加深对学习教学过程的理解 教师教育者和教师的专业学习和发展教师 该杂志为教师和教师教育工作者提供了发表实证和概念研究的机会，以增进我们对改善自己的教学实践和相关学生学习的挑战的理解。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和至少两名匿名审稿人的匿名审稿。