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Call for JTE Manuscripts: Historical and Contemporary Issues in Teacher Education

The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on historical and contemporary issues in teacher education. Manuscripts are due February 1, 2017, and the editors anticipate that the issue will be published later that year.

As is the case in many other fields, historical events and issues in education have the potential to inform contemporary ones, and it is clear that the field would benefit from attention to the connections between the past and present.

Examples of issues that might be examined in submitted manuscripts include the legacies of

  • Desegregation
  • Migration, immigration
  • Economic disparity
  • School reform policies
  • School choice
  • Teacher quality
  • Teacher diversity
  • Special needs instruction and schooling
  • Recruitment and preparation of educators (public and private)
  • Curriculum and professional standards
  • Demographics of the teaching workforce

As with other submissions to JTE, papers must highlight connections to teacher education.

For the identified issues (and those listed above are only examples; others responsive to this call are welcome), authors should in their writing consider such questions as the following:

  • How does history help us understand present conditions in terms of longitudinal trajectory?
  • How does history help us understand the constraints that shape the present?
  • How does history help us understand the present as “strange” rather than “normal”?
  • How does history help us understand present and future alternatives?
  • How does history help us understand the present as more complicated than it may appear to be?

When articles appear in the issue, they will be addressed with both a historical and a contemporary lens. Authors have two options for submission:

  1. A coauthored paper that includes perspectives from both an educational historian and a scholar of contemporary teacher education
  2. A manuscript that explores the historical context only; in this case, the editorial team may seek a contributor who can respond with the complementary present-day perspective

As with papers in regular issues of the journal, manuscripts may be research based or may be theoretical/conceptual in nature. Research papers may make use of either primary/original empirical evidence (e.g., oral history interviews) or may focus on analysis of empirical evidence from secondary sources (e.g., historiography, literature reviews).

All submitted manuscripts should adhere to JTE guidelines. The cover letter accompanying the submission should note that the submission is a response to this call for papers.

For general submission guidelines and a link to the online submission site, click here. For more information about JTE, visit http://aacte.org/resources/journal-of-teacher-education.

Gail Richmond is coeditor of JTE.

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Gail Richmond

Professor in the College of Education at Michigan State University

Comments (2)

  • Colette Alexander


    I wanted to inquire about the special issue about historical and contemporary issues. I have recently finalised a thesis on reform and policy in ITE that incorporated a historical phase followed by a contemporary phase. There are a couple of potential contributions that I could make relating to methodology used to do such a study or on the outcomes relating to change as a practice in ITE. These would both be single author though. I wondered if there would be interest in either of these concepts for submissions?


    Colette Alexander


  • Gail RIchmond


    Greetings. I am the lead editor for this special issue. If you do not have a colleague who might contribute to such a piece, and you feel the paper would be of interest to those in teacher education, I would encourage you to submit it to JTE. Be sure to mention in your cover letter that it is intended for this issue.


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