Journal of Teacher Education (Table 4)

• In Event: Meet the Journal Editors 4

Abstract

The editors aim to achieve a strategic balance among the areas of preservice and in-service teacher education practice, policy, and research, bringing those areas to bear on one another in challenging and productive ways. They offer a forum for diverse work of teacher education researchers (university and non-university based), teacher education practitioners (e.g., university, state, district, community college), and policy makers at all levels. Linking research and practice is paramount in their vision for the JTE. The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment, and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification.

Authors

• Cassidy Caldwell, Texas A&M University

• Valerie Hill-Jackson, Texas A&M University

• Cheryl J. Craig, Texas A&M University