Teaching Education is an international, peer-reviewed journal published four times a year. It publishes original work and scholarly essays intended to promote international understandings and prompt debates on issues related to the professional education of teachers through papers which engage a range of research methodologies and address issues of theory and practice.
Teaching Education welcomes contributions from a variety of disciplinary perspectives related to any level of education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Papers should present research, innovative theoretical and/or practical insights in relevant current literature and debate.
Note to prospective authors: Manuscripts that are not sufficiently proofread, internationalised and/or that do not engage with prior research will not be sent out for review.
Special Issue Proposals: Teaching Education will publish occasional Special Issues, usually one per year. Guest Editor(s) wishing to propose a Special Issue should submit a proposal to [email protected]. It will be reviewed by the Co-Editors and a judgement will be made in relation to whether the proposed issue addresses contemporary concerns in an innovative way, that aligns with the journal's aims.
The Special Issue proposal should outline:
Statement of overall aims and rationale for the Special Issue
Contribution to the field
Rationale for the selection of papers
Appropriateness to Teaching Education
A list of possible reviewers
Peer Review Policy: All research articles in this journal have undergone rigorous double anonymized peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Journal metrics
Usage
93K annual downloads/views
Citation metrics
1.5 (2023) Impact Factor
Q2 Impact Factor Best Quartile
1.9 (2023) 5 year IF
3.8 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
1.248 (2023) SNIP
0.602 (2023) SJR
Speed/acceptance
26 days avg. from submission to first
decision
14% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editors: Julianne Moss - Deakin University, Australia Karen Skilling - University of Oxford, UK Ian Thompson - University of Oxford, UK
International Advisory Board: Lee Airton - Queen’s University, Canada Maria Assunção Flores - University of Minho, Portugal Beatrice Ávalos - University of Chile, Chile Poonam Batra - University of Delhi, India Hilary G. Conklin - DePaul University, USA Liang Du- Beijing Normal University, China Fiona Ell -University of Auckland, New Zealand Conra D. Gist - University of Houston, USA Tara Goldstein - University of Toronto, Canada A. Lin Goodwin - Columbia University, USA Jenny Gore -University of Newcastle, Australia Lexie Grudnoff - University of Auckland, NZ James C. Jupp - University of Texas, Rio Grande Valley, USA Alexander Kostogriz -Monash University, Australia Wayne J. Martino- University of Western Ontario, Canada Joanna McIntyre -University of Nottingham, UK Monica E. Mincu -University of Torino, Italy Trevor Mutton - University of Oxford, UK Lily Orland-Barak -University of Haifa, Israel Lynn Paine- Michigan State University, USA Marie Parker-Jenkins- University of Limerick, Eire Thomas Philip - University of California, Berkeley, USA Reyes Quezada - University of San Diego, USA Maureen Robinson -Stellenbosch University, South Africa Pat Thomson - University of Nottingham, UK Auli Toom -University of Helsinki, Finland Jennifer A. Vadeboncoeur-University of British Columbia, Canada Michalinos Zembylas - Open University of Cyprus, Cyprus
Founding Editors: Craig Kridel - University of South Carolina, USA Paul R. Klohr - Ohio State University, USA Paul Shaker - Simon Fraser University, Canada
Teaching Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors, make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
Ready to submit?
Start a new submission or continue a submission in progress
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110831/Subject-Sample-2021-Education.jpg"})