Aims & Scope
Aims
The Teacher Education Journal of South Carolina is a regional peer-reviewed scholarly journal dedicated to advancing knowledge, research, and practice in teacher education across all educational levels and contexts. The journal seeks to promote rigorous scholarship that enhances the preparation, development, effectiveness, and well-being of teachers and teacher educators.
The journal provides a forum for the dissemination of innovative research, theoretical analyses, policy discussions, and evidence-based practices that contribute to understanding how teachers are prepared, supported, and sustained throughout their professional careers. We encourage interdisciplinary perspectives and global dialogue that address contemporary challenges and opportunities in teacher education.
The journal aims to:
- ● Advance research on initial teacher preparation and continuing professional development.
- ● Foster evidence-informed approaches to teaching, learning, and teacher leadership.
- ● Promote equity, inclusion, diversity, and social justice in teacher education.
- ● Examine the impact of educational policies, reforms, and accountability systems on teachers and teacher preparation programs.
- ● Support innovation in pedagogy, curriculum design, assessment, and educational technologies.
- ● Encourage international and comparative perspectives on teacher education and professional practice.
- ● Bridge research, policy, and practice to strengthen educational outcomes for learners and communities.
Scope
The journal welcomes original research articles, systematic reviews, meta-analyses, theoretical papers, policy analyses, case studies, and scholarly reflections related to teacher education and professional learning. Topics of interest include, but are not limited to:
Teacher Preparation and Development
- ● Initial teacher education programs
- ● Alternative pathways into teaching
- ● Clinical practice, internships, and student teaching
- ● Teacher induction and mentoring
- ● Continuing professional development
- ● Lifelong professional learning
Curriculum, Pedagogy, and Assessment
- ● Teaching methods and instructional innovation
- ● Curriculum design and implementation
- ● Assessment literacy and classroom assessment
- ● Subject-specific teacher education
- ● Evidence-based teaching practices
- ● Reflective practice and practitioner inquiry
Equity, Diversity, and Inclusion
- ● Culturally responsive and sustaining pedagogies
- ● Inclusive education and special education teacher preparation
- ● Equity-focused teacher education
- ● Multilingual and multicultural education
- ● Indigenous and community-based approaches to teacher preparation
- ● Social justice and anti-bias education
Educational Leadership and Policy
- ● Teacher leadership and distributed leadership
- ● Educational policy and reform
- ● Workforce development and teacher retention
- ● Educational governance and accountability
- ● Teacher professionalism and professional identity
- ● Teacher education accreditation and quality assurance
Technology and Innovation
- ● Digital pedagogy and online teacher education
- ● Artificial intelligence in teacher education
- ● Educational technology integration
- ● Virtual, blended, and hybrid learning environments
- ● Digital literacy and professional competencies
Research and Professional Practice
- ● Action research and practitioner research
- ● Scholarship of teaching and learning
- ● Teacher well-being, resilience, and motivation
- ● Professional communities of practice
- ● School-university partnerships
- ● Comparative and international teacher education
The journal welcomes submissions from researchers, teacher educators, school leaders, policymakers, and practitioners worldwide. Contributions that demonstrate methodological rigor, theoretical significance, and practical relevance are particularly encouraged. The journal is committed to publishing work that advances the quality, effectiveness, and transformative potential of teacher education in diverse educational settings.