Academic Journal
Q1Teaching and Teacher Education
About Teaching and Teacher Education
Teaching and Teacher Education is a scholarly journal published by Elsevier Ltd. SCImago 2025 lists it in Q1, with an SJR of 1.779 and H-index of 185.
Coverage: 1985-2026. Research categories: Education (Q1).
Source-backed journal facts
Topics in published research
Teacher Education and Leadership Studies; Collaborative Teaching and Inclusion; Educator Training and Historical Pedagogy; Early Childhood Education and Development; Reflective Practices in Education; Innovative Teaching and Learning Methods.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,380.00 USD; 3,160.00 EUR; 2,710.00 GBP; 419,220.00 JPY
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Motivation and professional agency among Teacher-Bloggers: An ethnography of teachers’ digital practice in a constrained context
Abdullah Azizi, Seyed Jamal Barkhoda, Jamal Salimi, Danah Henriksen et al.
2026-12 · DOI: 10.1016/j.tate.2026.105841Navigating the sociomateriality of U.S. literacy reform: A longitudinal case study of kindergarten teacher adaptation and expertise
Kerry H. Alexander, Brady L. Nash
2026-12 · DOI: 10.1016/j.tate.2026.105809“Liu Mama,” “flower vase,” and “outsider”: The construction and negotiation of professional, cultural, and national identity in a volunteer Chinese teacher
Haowen Xu, Jianrong Sun
2026-12 · DOI: 10.1016/j.tate.2026.105832Does teacher-student closeness mediate the effect of teacher enthusiasm on self-efficacy? A diary study among Chinese teachers
Guoliang Qu, Linyao Sun, Enxia Ju, Huaiyuan Qi et al.
2026-12 · DOI: 10.1016/j.tate.2026.105844Bridging the gap in integrative STEM teaching competence: Framework construction and needs assessment for teacher professional development
Thi Phuong Vy Nguyen, Yi-Fang Lee, Hoang Bao Ngoc Nguyen, Wen-Chung Kao et al.
2026-12 · DOI: 10.1016/j.tate.2026.105807The influence of cognitive tools on the quality of coach-teacher professional learning conversations
Tianwen Li, Lindsay Clare Matsumura, Richard Correnti, Dena Zook-Howell et al.
2026-12 · DOI: 10.1016/j.tate.2026.105813Relationships between institutional support, research accessibility and teachers’ perceived need for scientific advancement: Domain-specific professional interest as a modest mediator
Mireya Mallén-Berdejo, Cecilia Latorre-Cosculluela, Alberto Quílez-Robres
2026-12 · DOI: 10.1016/j.tate.2026.105828Sustaining teachers’ epistemic agency in AI-supported instructional design: An exploratory design-based study of a conversational-function approach
Yunying Yang, Guigen Zhang, Jinwen Luo, Shanyun Kuang et al.
2026-12 · DOI: 10.1016/j.tate.2026.105826Making explicit the distinctive metapedagogy of teacher educators
Thomas M. Philip, Margarita Jimenez-Silva, Darlene Lee, Josephine H. Pham et al.
2026-12 · DOI: 10.1016/j.tate.2026.105827Trajectory of teachers’ work engagement during and after the COVID-19 pandemic
Kenji Tsuyuguchi, Jun'ichi Ikuta, Yasuhiko Kawakami
2026-12 · DOI: 10.1016/j.tate.2026.105803A square peg in a round hole: Overqualification as a double-edged sword effect on teachers’ professional development
Guoqiang Pan, Yuedong Wu
2026-12 · DOI: 10.1016/j.tate.2026.105831World language teacher leadership: To what end? Perspectives of teacher educators
William S. Davis, Brianna Janssen Sánchez
2026-12 · DOI: 10.1016/j.tate.2026.105823From policy assignment to place belonging: A grounded theory study of sense of place among participants of China's government-funded teacher education program
Jingjing Wang, Bichun Huang, Xue Xu
2026-12 · DOI: 10.1016/j.tate.2026.105853Same pathway, different outcomes: Professional learning and multicultural teaching self-efficacy across three Scandinavian education systems
Raees Calafato
2026-12 · DOI: 10.1016/j.tate.2026.105814Work-family conflict and teacher turnover intention: A chain mediation model of workload and relative deprivation in Chinese junior high schools
Yongtao Gan, Weilin Wang, Yingying Deng, Lihong Cai et al.
2026-12 · DOI: 10.1016/j.tate.2026.105816A hermeneutic phenomenological study of teachers' lived experiences in a low-performing school in central China
Jing Sun, Christopher B. Crowley, Yingzhi Zhang, Taiping Li et al.
2026-12 · DOI: 10.1016/j.tate.2026.105806Examining Chinese preservice teachers’ development of transformative competencies through a critical cosmopolitan teacher education curriculum
Xi Wu
2026-12 · DOI: 10.1016/j.tate.2026.105829Positive psychology interventions to promote resilience and wellbeing among educators: A scoping review
Luke Tomlin, Timothy Budden, Aaron Simpson, Travis Kingdon et al.
2026-12 · DOI: 10.1016/j.tate.2026.105810Bridging crisis and renewal: A diachronic narrative inquiry into socioculturally mediated teacher immunity among veteran university EFL teachers in China
Xinxin Wu, Ziling Zhu, Honggang Liu
2026-12 · DOI: 10.1016/j.tate.2026.105815Developing pre-service teachers’ assessment literacy through integrated placement: The 4–1 School–University Model
Rozi Binte Rahmat
2026-12 · DOI: 10.1016/j.tate.2026.105804Reviews
Community Reviews
Version History
September 25, 2026 at 7:13 am
September 25, 2026