Studying Teacher Education is an internationally refereed journal that welcomes papers from authors who have an interest in research and practice in teaching and teacher education. The main purpose of the journal is to foster research and dialogue in the study of teaching and teacher education practices, with a view to encouraging and widely disseminating such research and dialogue. In so doing, the journal is a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to:

self-study research, design and practice
the knowledge base of teaching and teaching about teaching
enhanced understandings of learning to teach
the nature of teacher education
the professional development of teachers and teacher educators.
The journal seeks to create opportunities for teachers and teacher educators to publish empirical and conceptual research that advances our understanding of the complex work of teaching and teacher education.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

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Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.