The Official Journal of the National Field Experience Conference
The Field Experience Journal is a peer-reviewed scholarly journal dedicated to advancing the scholarship of clinical educator preparation. The journal serves as a forum for the dissemination of high-quality research, innovative practices, and thoughtful dialogue that strengthen field-based learning across the continuum of educator preparation.
The journal embraces a broad view of field experiences, recognizing that meaningful clinical learning extends far beyond traditional student teaching. Field experiences encompass early observations, practica, internships, residencies, clinical supervision, mentoring, simulation, induction, university-school-community partnerships, and other authentic experiences that prepare educators to meet the evolving needs of learners and schools.
The Field Experience Journal welcomes scholarship from across the educator preparation landscape, including teacher education, educational leadership, school counseling, special education, literacy, educational technology, curriculum and instruction, and related disciplines. The journal encourages submissions from both national and international authors whose work contributes to the understanding and improvement of clinical practice in educator preparation.
The journal values diverse perspectives and methodological approaches. Quantitative, qualitative, mixed methods, action research, case study, conceptual, theoretical, and policy-oriented scholarship are all welcomed when conducted with rigor and when they advance knowledge of clinical educator preparation.
Published works are intended to inform research, influence practice, and support continuous improvement in educator preparation. In addition to empirical research, the journal provides a venue for practitioner scholarship, program innovations, field reports, literature reviews, and policy analyses that offer meaningful insights for teacher educators, clinical faculty, school partners, and educational leaders.
The Field Experience Journal is committed to fostering collaboration among universities, schools, communities, and professional organizations while promoting evidence-informed practices that strengthen the preparation of future educators. Through the publication of rigorous and relevant scholarship, the journal seeks to advance the quality, effectiveness, and impact of clinical educator preparation across diverse educational contexts.
Aims and Scope
The Field Experience Journal is an international, peer-reviewed scholarly journal dedicated to advancing the scholarship of clinical educator preparation. The journal publishes rigorous, relevant, and innovative scholarship that enhances the understanding, design, implementation, and evaluation of field-based experiences across the continuum of educator preparation.
The journal embraces a broad definition of field experiences, recognizing that clinical learning occurs through a wide range of authentic professional experiences. These include, but are not limited to, early field observations, practica, internships, year-long residencies, student teaching, clinical supervision, mentoring and coaching, induction, simulation, university-school-community partnerships, and other experiential learning opportunities that contribute to educator development.
The journal welcomes manuscripts from scholars and practitioners engaged in the preparation and professional learning of educators across disciplines, including teacher education, educational leadership, school counseling, school psychology, special education, literacy, educational technology, curriculum and instruction, and related fields. Contributions from national and international authors are encouraged.
The Field Experience Journal seeks manuscripts that advance knowledge, improve practice, and inform policy related to clinical educator preparation. Manuscripts may examine the experiences of teacher candidates, practicing educators, clinical supervisors, mentor teachers, university faculty, school leaders, community partners, or other stakeholders involved in educator preparation.
The journal welcomes scholarship employing quantitative, qualitative, mixed methods, action research, case study, design-based, conceptual, theoretical, historical, and policy-oriented approaches. Editorial decisions are based on the significance of the contribution, methodological rigor, clarity of presentation, and the manuscript's potential to advance the field of clinical educator preparation.
Areas of Interest
While not exhaustive, topics of interest include:
Types of Manuscripts
The Field Experience Journal welcomes submissions in the following categories:
The journal encourages scholarship that demonstrates meaningful implications for educator preparation, contributes to the evidence base surrounding clinical practice, and promotes continuous improvement across educator preparation programs
The journal embraces a broad view of field experiences, recognizing that meaningful clinical learning extends far beyond traditional student teaching. Field experiences encompass early observations, practica, internships, residencies, clinical supervision, mentoring, simulation, induction, university-school-community partnerships, and other authentic experiences that prepare educators to meet the evolving needs of learners and schools.
The Field Experience Journal welcomes scholarship from across the educator preparation landscape, including teacher education, educational leadership, school counseling, special education, literacy, educational technology, curriculum and instruction, and related disciplines. The journal encourages submissions from both national and international authors whose work contributes to the understanding and improvement of clinical practice in educator preparation.
The journal values diverse perspectives and methodological approaches. Quantitative, qualitative, mixed methods, action research, case study, conceptual, theoretical, and policy-oriented scholarship are all welcomed when conducted with rigor and when they advance knowledge of clinical educator preparation.
Published works are intended to inform research, influence practice, and support continuous improvement in educator preparation. In addition to empirical research, the journal provides a venue for practitioner scholarship, program innovations, field reports, literature reviews, and policy analyses that offer meaningful insights for teacher educators, clinical faculty, school partners, and educational leaders.
The Field Experience Journal is committed to fostering collaboration among universities, schools, communities, and professional organizations while promoting evidence-informed practices that strengthen the preparation of future educators. Through the publication of rigorous and relevant scholarship, the journal seeks to advance the quality, effectiveness, and impact of clinical educator preparation across diverse educational contexts.
Aims and Scope
The Field Experience Journal is an international, peer-reviewed scholarly journal dedicated to advancing the scholarship of clinical educator preparation. The journal publishes rigorous, relevant, and innovative scholarship that enhances the understanding, design, implementation, and evaluation of field-based experiences across the continuum of educator preparation.
The journal embraces a broad definition of field experiences, recognizing that clinical learning occurs through a wide range of authentic professional experiences. These include, but are not limited to, early field observations, practica, internships, year-long residencies, student teaching, clinical supervision, mentoring and coaching, induction, simulation, university-school-community partnerships, and other experiential learning opportunities that contribute to educator development.
The journal welcomes manuscripts from scholars and practitioners engaged in the preparation and professional learning of educators across disciplines, including teacher education, educational leadership, school counseling, school psychology, special education, literacy, educational technology, curriculum and instruction, and related fields. Contributions from national and international authors are encouraged.
The Field Experience Journal seeks manuscripts that advance knowledge, improve practice, and inform policy related to clinical educator preparation. Manuscripts may examine the experiences of teacher candidates, practicing educators, clinical supervisors, mentor teachers, university faculty, school leaders, community partners, or other stakeholders involved in educator preparation.
The journal welcomes scholarship employing quantitative, qualitative, mixed methods, action research, case study, design-based, conceptual, theoretical, historical, and policy-oriented approaches. Editorial decisions are based on the significance of the contribution, methodological rigor, clarity of presentation, and the manuscript's potential to advance the field of clinical educator preparation.
Areas of Interest
While not exhaustive, topics of interest include:
- Clinical practice and field experiences across educator preparation programs
- Clinical supervision, mentoring, and instructional coaching
- Teacher residency and internship models
- University-school-community partnerships
- Clinical assessment, evaluation, and performance-based feedback
- Development of professional dispositions and educator competencies
- Recruitment, preparation, induction, and retention of educators
- Innovative models of clinical practice, including simulation and technology-enhanced experiences
- Literacy, STEM, special education, counseling, leadership, and discipline-specific clinical preparation
- Diversity, equity, inclusion, and culturally responsive clinical practice
- Rural, urban, and international models of educator preparation
- Policy, accreditation, and continuous improvement in clinical educator preparation
- Artificial intelligence, digital technologies, and emerging innovations that enhance clinical learning
- Faculty development and the preparation of clinical educators and mentor teachers
Types of Manuscripts
The Field Experience Journal welcomes submissions in the following categories:
- Original empirical research
- Practitioner articles
- Program innovations
- Field reports
- Conceptual and theoretical manuscripts
- Literature reviews
- Case studies
- Policy analyses
The journal encourages scholarship that demonstrates meaningful implications for educator preparation, contributes to the evidence base surrounding clinical practice, and promotes continuous improvement across educator preparation programs
Submission Deadline
Manuscripts are being accepted now through October 1, 2026.
Authors should follow current APA guidelines and all FEJ manuscript submission requirements.
Questions? Email Dr. Amy Vessel at [email protected].
2008-2025 Editions
Editor, Dr. Kim Creasy
