Posts Tagged ‘JTE’
The events that recently took place at the University of Missouri are not isolated incidents. Sadly, they are only the most recent examples of a growing trend and reflect the injustices on campuses and in communities across the United States and worldwide. Rather than use this space to recapitulate these events, we instead consider how and why the field must be responsive to these injustices, how we should use these events to make decisions about instruction and about the culture we establish in our classrooms, and how we might use our scholarship to aid in the struggle for justice.
On one hand, acts of injustice seem incompatible with the culture of higher education—which is supposed to support rational thinking, human rights, and informed debate. Yet even at institutions of higher education, where most individuals consider themselves scholars, each of us carries with us experiences, prejudices, and perspectives that are not informed by scholarly work or debate. We cannot take the position that we are “above” the prejudices and stances which have long personal and sociological histories.
The editors of the Journal of Teacher Education (JTE) invite manuscripts for a special issue on preparation for teaching to changing standards (e.g., Common Core, Next Generation Science Standards, C3 Framework for Social Studies Standards). Manuscripts are due February 15, 2016.
The Common Core State Standards for mathematics and for English/language arts have been adopted by more than 40 states. Many states have either adopted or are considering the Next Generation Science Standards. The C3 Framework for Social Studies Standards was intended to provide guidance to states wishing to revise their standards.
Addressing the special theme of “School-Based Learning,” the September/October 2015 issue of the Journal of Teacher Education (JTE) is now available online. See what Volume 66 Number 4 has to offer!
The National Council on Teacher Quality (NCTQ) published an article in last week’s Teacher Quality Bulletin that criticized journals with a teacher education focus for not publishing enough articles on “core techniques and skills.” Targeting AACTE’s Journal of Teacher Education (JTE) in particular, the authors report that “only” 11% of the articles published in JTE in the past 5 years address this topic. JTE Coeditor Fran Arbaugh of Pennsylvania State University sent the following response to the article’s authors:
The AACTE Learning Center now includes recordings of all six major forums from the 67th AACTE Annual Meeting in Atlanta. Anyone who was registered for the conference may log in to the Learning Center to view the videos and slides from the forums:
AACTE will honor authors Kavita Kapadia Matsko of the University of Chicago and Karen Hammerness of the American Museum of Natural History with the 2015 AACTE Outstanding Journal of Teacher Education (JTE) Article Award for their article “Unpacking the ‘Urban’ in Urban Teacher Education: Making a Case for Context-Specific Preparation,” published in the March/April 2014 issue of the journal. The award will be presented at the 67th AACTE Annual Meeting Welcoming Session, Friday, February 27, at the Atlanta Marriott Marquis.
AACTE is pleased to announce Michigan State University’s College of Education as the next editorial host of the Journal of Teacher Education (JTE). The editors were selected through a competitive proposal process and approved by the Association’s Board of Directors for a 3-year term.
The current editorial team at Pennsylvania State University, which has served the JTE since August 2010, will continue work on the journal through June 2015 to complete Volume 66; however, the Michigan State team will receive all new manuscript submissions effective March 1.
The six major forums at AACTE’s 67th Annual Meeting will be stand-alone offerings. In each of three dedicated time slots spanning February 27-March 1, 2015, participants will choose between two cutting-edge topics to explore with leaders in the field.
The AACTE Committee on Research and Dissemination invites proposals for a campus-based team to edit the Journal of Teacher Education (JTE) for a 3-year term, commencing with Volume 67, Issue 1 (January/February 2016). Proposals must be submitted online by November 7. Qualified individuals from schools, colleges, and departments of education at AACTE member institutions may apply.
The editors of AACTE’s Journal of Teacher Education invite manuscripts for a special issue on school-based teacher learning. Manuscripts are due November 1, and the issue will be published next year as Volume 66, Number 4 (September/October 2015).
Coeditors Stephanie Knight, Gwendolyn Lloyd, and Fran Arbaugh of Pennsylvania State University have issued the following call for papers with suggested research questions:
Much of what teachers learn about teaching and learning occurs in school-based contexts. Opportunities for teacher learning occur along the professional continuum, from preservice field experiences to a multitude of opportunities for in-service teachers to engage in job-embedded learning. In addition, school-based teacher education is supported by various types of teacher educators—including, but not limited to, mentors, university supervisors, peers, instructional coaches, administrators, district-level supervisors, university faculty, and other professional development providers.