Journal of Education for Teaching Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

The Journal of Education for Teaching is an established international periodical which publishes original contributions on the subject of teacher education. It interprets 'teacher education' in the widest sense, to include initial training, in-service education and staff development. The journal welcomes scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Journal of Education for Teaching website
Other titles JET. Journal of education for teaching, J.E.T., JET
ISSN 0260-7476
OCLC 7154185
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education.
    Journal of Education for Teaching 12/2015;
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1080423
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1081724
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1081718
  • [Show abstract] [Hide abstract]
    ABSTRACT: The present case study investigates the teaching motivation of two pre-service teachers studying in teacher education programs in a Macau university. The findings indicated that while Macau is a gambling center and abundant job opportunities are provided by casinos, both participants were highly motivated to improve the teaching and learning situation in Macau and bring positive changes to the Macau educational context. The findings also demonstrated the facilitative role of teachers and teacher educators in the formation of the motivation of student teachers. The study concludes with implications for enhancing the motivation of pre-service teachers, and the role of teacher education programs in Macau and other similar contexts.
    Journal of Education for Teaching 08/2015; 41(4):1-4. DOI:10.1080/02607476.2015.1080431
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1080349
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1080403
  • Journal of Education for Teaching 08/2015; DOI:10.1080/02607476.2015.1080424
  • Journal of Education for Teaching 08/2015; 41(4). DOI:10.1080/02607476.2015.1071107
  • Journal of Education for Teaching 06/2015; DOI:10.1080/02607476.2015.1053740
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.
    Journal of Education for Teaching 05/2015; 41(3). DOI:10.1080/02607476.2015.1046265
  • Journal of Education for Teaching 05/2015; 41(3):331-333. DOI:10.1080/02607476.2015.1042745
  • [Show abstract] [Hide abstract]
    ABSTRACT: Successive republican governments in France have constructed a complex educational context, which is rhetorically committed to a myth of provision of educational equality of opportunity whilst in practical terms it is characterised by a system focused on the production and reproduction of elites7. Bourdieu, P., and J. C. Passeron. 1977. Reproduction in Education, Society and Culture. London: Sage.View all references. This article aims to consider the political drivers and levers that are transforming French teacher education during the current challenging economic, social and cultural context. It uses a relatively new methodological approach to the analysis of policy evolution and development by applying a critical analysis of discourse, which considers the ways in which teacher education policy is ‘reproduced and reworked’. This is achieved through the discourse analysis of a policy speech made in October 2013 by the then Minister of Education, Vincent Peillon, contextualised by comparisons with reforms enacted by the previous Sarkozy government (masterisation). The article, therefore, utilises a systematic framework that allows analysis at the levels of contextualisation and deconstruction of the text and so highlights developments to date in the arguably unique approach of the Hollande government, driven by the relationship between the republican state and the education system in France. The article also considers how reaction following the Charlie Hebdo attacks of January 2015 afforded opportunities to assert new validity for the teacher education policy espoused within Peillon’s speech.
    Journal of Education for Teaching 05/2015; 41(3):1-17. DOI:10.1080/02607476.2015.1044227
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
    Journal of Education for Teaching 05/2015; 41(3):1-19. DOI:10.1080/02607476.2015.1045314