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.

該雜志提倡嚴謹的研究，為促進教師教育的知識跨越幼兒、小學、中學、職業教育和培訓，以及高等教育做出了重大貢獻。期刊編輯邀請同行評審理論上有見地的論文——包括但不限于基于經驗的研究——這些論文關注與國際讀者相關的重大問題，涉及以下方面:國際教師教育(包括初任教師教育和在職教師專業教育);教師教育的文化、經濟、政治、社會和/或技術層面和背景;教師教育的變革、穩定、改革和阻力;提高教師教育研究的質量和影響。同行評審政策:本刊所有研究論文均經過嚴格的雙盲同行評審，初步編輯篩選和兩位專家評審匿名評審。