該雜志提倡嚴(yán)謹(jǐn)?shù)难芯浚瑸榇龠M(jìn)教師教育的知識(shí)跨越幼兒、小學(xué)、中學(xué)、職業(yè)教育和培訓(xùn)，以及高等教育做出了重大貢獻(xiàn)。期刊編輯邀請(qǐng)同行評(píng)審理論上有見地的論文——包括但不限于基于經(jīng)驗(yàn)的研究——這些論文關(guān)注與國(guó)際讀者相關(guān)的重大問題，涉及以下方面:國(guó)際教師教育(包括初任教師教育和在職教師專業(yè)教育);教師教育的文化、經(jīng)濟(jì)、政治、社會(huì)和/或技術(shù)層面和背景;教師教育的變革、穩(wěn)定、改革和阻力;提高教師教育研究的質(zhì)量和影響。同行評(píng)審政策:本刊所有研究論文均經(jīng)過嚴(yán)格的雙盲同行評(píng)審，初步編輯篩選和兩位專家評(píng)審匿名評(píng)審。

This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.Peer Review Policy: All research articles in this journal have undergone rigorous double-blind peer review, based on initial editor screening and anonymised refereeing by two expert referees.