Latest JTE Issue Places Equity Front and Center

By Kathy McDonough, Sonia Nieto, Valerie Hill-Jackson and Cheryl Craig

On the occasion of AACTE’s 75 years of transforming teacher education, and in the wake of the U.S. Supreme Court’s recent challenges to race-conscious policies for college admissions, co-editors Valerie Hill-Jackson and Cheryl Craig of the Journal of Teacher Education (JTE) seize the opportunity to offer an issue dedicated to equity.

With the expertise of Kathy McDonough and Sonia Nieto as guest editors, this groundbreaking publication attempts to “Place Equity Front and Center” in Teacher Education in a Time of Crisis. The issue begins with an editorial that (a) reviews the long history of injustice in the United States over four centuries, (b) reconsiders major cultural shifts since the start of the 21st century that impact teacher education specifically and education more broadly, and (c)  highlights the promising pedagogies for responsibly bringing equity to the fore in teacher preparation classrooms.

Inside the issue, a powerhouse compilation of eight peer-reviewed articles is representative of novel research — on topics ranging from equity and teacher dispositions to equity and technology — by thoughtful and committed scholars. Issue four, of volume 74 of JTE, affirms that equity is the bedrock of teacher education, so it leans into a timely conversation on the topic. It’s a must-read collection for policymakers, practitioners, and researchers for the field of teacher education. Access the issue.

Becoming a Promising Peer Reviewer with JTE

A One-Hour Virtual Workshop on Wednesday, July 27

By Cheryl Craig and Valerie Hill-Jackson

Where would the field of teacher education be without quality feedback from a community of scholars? Peer reviewers play a vital role to substantiate scholarship and help academic disciplines to thrive. AACTE and the Journal of Teacher Education (JTE) are hosting our inaugural free workshop on the best practices of effective peer review. Registration is limited, so save your seat today.  

Why become a promising peer reviewer? Promising peer reviewers are not born, they develop over time. In becoming a promising peer reviewer, you learn the art of peer critique from the perspective of a reviewer, acquire sound approaches to academic writing, become a part of a network, engage recent research in the field, and gain service credit for your professional curriculum vitae. Many of us have the innate abilities as experts in our disciplines. But to be a promising peer reviewer require a particular aptitude and capabilities. When done well, peer review is a win-win-win because it sharpens the author’s writing, advances the journal’s vision, while adding to the peer reviewer’s professional acumen. Promising peer reviewers serve as the lifeblood for the overall health and impact of JTE.