Call for Manuscripts: The Teacher Educators’ Journal
The Teacher Educators’ Journal, is the journal of the newly formed Virginia Association of Colleges and Teacher Educators (from the merging of ATE-Virginia and the Virginia Association of Colleges for Teacher Education). The journal is published once per year, in electronic form. Please review the call for proposals as we continue to expand the reach—research shared and readership—of the journal beyond Virginia.
The Teacher Educators’ Journal (TTEJ) is published by the Virginia Association of Colleges and Teacher Educators (VACTE), a state unit of the Association of Teacher Educators (ATE) and the American Association of Colleges for Teacher Education (AACTE). The journal aims to stimulate discussion and reflection about issues related to teacher education. Manuscripts submitted for consideration may be research/empirical reports and analyses, position papers, book reviews, or conceptual essays.
To facilitate collaboration amongst teacher education scholars and practitioners and improve teaching, research, and student learning, the theme for the Spring 2022 journal is “Innovations in Teacher Education.” Using ATE’s Standards for Teacher Educators as a guide, the range of potential topics might include, but is not limited to, how our teacher education activities (e.g., clinical experience structures, teaching methods, school-university partnerships, course designs, etc.) might
- Assist PK-12 students’, teachers’, and teacher candidates’ return to school and learning post-pandemic.
- Engage school and university constituents with antiracist- and social justice-focused pedagogies.
- Evolve to be more responsive and effective, with insights drawn from virtual and hybrid pedagogies developed and employed over the past two years.
- Address the well-being, mental health, and social-emotional learning needs of PK-12 students, teachers, and teacher candidates.
- Scaffold new teachers in effectively demonstrating content and professional knowledge and dispositions.
- Support the development of effective mentoring practices for preservice and in-service teachers.
- Encourage teachers, teacher candidates, teacher educators, and youths to participate in collaborative inquiries.
- Enable university- and school-based teacher educators to develop and implement authentic teacher education evaluation and accreditation structures.
- Identify sustainable and self-directed professional learning opportunities for teachers across contexts and career lifespans.
- The Teacher Educators’ Journal is a peer-reviewed journal that publishes articles focused on issues related to teacher education.
- The Teacher Educators’ Journal will be published digitally in the spring of each year.
- Opinions and points of view expressed by individual authors do not necessarily represent those of VACTE or the journal’s editors.
- Authors are responsible for the accuracy of the information within manuscripts.
- Published manuscripts become the property of VACTE.
Authors are encouraged to submit manuscripts that meet any or all of the following criteria:
- Positionality and perspective of author(s) represent the diversity of the PK-12 student population in the United States
- Research methodology is innovative and/or includes strategies underrepresented in teacher education studies
- Scholarship is conducted in, and/or authors represent, different regions of Virginia
- Authors represent a range of demographics, career stages, and subject expertise
- Study addresses an issue relevant to Virginia Department of Education initiatives, national teacher education association priorities, and/or federal education policy issues
- All manuscripts must be fully blinded to ensure a reliable review process.
- All manuscripts must meet publishing guidelines established by the American Psychological Association (APA) Publication Manual (7th edition; 2019).
- A manuscript, inclusive of references, tables, and figures, should not exceed 5000 words; submissions that grossly exceed this limit may not be accepted for review.
- All manuscripts must include a 150-word abstract and three (3) keywords.
- All manuscripts must be submitted electronically in Microsoft Word format.
- All manuscripts must be double-spaced with one-inch margins and composed in 12 pt Times New Roman font.
- In general, manuscripts should include standard scholarly manuscript sections (e.g., introduction, literature review, methodology, findings, and discussion), but alternative manuscript formats and sections are encouraged.
- All manuscripts must make clear the implications of the study or theoretical/conceptual analysis for antiracist and social justice principles, practices, and policies.
- All manuscripts must include a separate cover page with the following information:
- Title of the manuscript
- Date of submission
- Lead author’s name, titles/roles, mailing address, business and mobile/home telephone numbers, and institutional affiliation and address, email address and fax number
- Additional authors’ names, titles/roles, institutional affiliations, and email addresses
- A statement that this manuscript is not under consideration nor has it been published elsewhere
Authors will be notified via email upon receipt of their manuscripts. After a preliminary editorial review, manuscripts that meet VACTE specifications will be sent to reviewers. With the exception of the cover page, VACTE requires that authors omit any identifying information to ensure a blind review. Authors are encouraged to review the Manuscript Evaluation Instrument prior to submitting a manuscript.
Submission Requirements and Communication with Editorial Team
Authors should submit an electronic version of their manuscript using the Manuscript Submission Form. All manuscripts must be received by November 1, 2021 for consideration for the Spring 2022 issue. Please direct all questions about the journal to askTTEJ@gmail.com.
Tags: innovation, research, state affiliate, teacher quality