Teacher Education and Special Education (TESE)

Teacher Education and Special Education is a peer-reviewed quarterly journal established in 1977 that supports and advances research on the education and professional preparation of teachers and related personnel working with individuals with disabilities. Published by SAGE Publications on behalf of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC), the journal’s mission is to cultivate a well-prepared and effective special education workforce capable of meeting the diverse needs of students with disabilities. The scope encompasses research that integrates empirical evidence, policy analyses, and theoretically grounded scholarship with direct implications for practice, curriculum design, professional development, and teacher preparation programs. Content includes quantitative, qualitative, and mixed-methods studies; systematic literature reviews; evaluations of personnel preparation and professional development programs; and position papers that address curricular and instructional innovations. By fostering interdisciplinary dialogue among educators, researchers, and policymakers, the journal seeks to influence the field’s understanding of how teacher education systems can better prepare professionals for inclusive and equitable educational settings. Its readership includes teacher educators, special education researchers, policymakers, and practicing educators. With its long history and association with a leading professional organization (CEC), Teacher Education and Special Education remains a respected outlet for advancing scholarship that strengthens special education workforce capacity and improves educational outcomes for learners with disabilities.

Teacher Education and Special Education (TESE) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, professional development, and efficacy of special and general educators, paraeducators, leaders, and related service providers working with children and adults with disabilities, original research employing quantitative, qualitative, and mixed-methods approaches, as well as systematic literature reviews, theoretically grounded position papers, policy analyses , Online or Print , Quarterly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0888-4064, E-ISSN: 1944-4931, Established: 1977, Impact Factor: 2.6
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE