College of Education Faculty are New Editors of Journal of Teacher Education

By Lisa Johnson (AACTE)
August 2010

(University Park, PA.) – A faculty team in the Penn State College of Education has been selected as editors of the Journal of Teacher Education (JTE). The American Association of Colleges for Teacher Education (AACTE) is the journal publisher and selected the College as editorial host through a competitive proposal process.

The new editorial team consists of three co-editors – Stephanie Knight, Gwendolyn Lloyd and Fran Arbaugh – and four associate editors – James Nolan, Jacqueline Edmondson, Scott McDonald and Anne Whitney.

Team members represent diverse areas of expertise and are widely published in major journals. Several also have editorial experience working on other journals, while others will bring fresh perspective to the team and gain critical insights for future leadership positions. This stewardship function will be further enhanced by establishing a Student Review Board from a diverse range of institutions and areas of expertise where members will provide comments to manuscript authors along with those from Editorial Board reviewers.

"The College of Education has a strong track record of support for the editorships of major journals in the field," said David Monk, dean of Penn State's College of Education. "It is a significant honor to welcome the Journal of Teacher Education to this group, and we look forward to maintaining the high value this publication brings to our profession."

In its proposal, the Penn State team presented a forward-thinking vision of what constitutes teacher education and where the journal should be heading in this context. One of those visions included incorporating the experiences and research of teacher educators from outside higher education. In addition, given Penn State faculty's unique understanding of the importance of engaging the policy community, the editors proposed integrating a brief policy feature to the journal to help illustrate where education regulations originate and how they play out in practice. The editors also championed a balance between themed and open-topic issues, novice and established authors, pre-service and in-service teacher education and the focus areas of practice, policy and research.

Complementing the team's vision of teacher education as a broadly based field, the editors have a variety of specializations, including educational psychology, math education, language and literacy education, science education and professional development schools. Brief biographies of the editors can be found at www.aacte.org.

The JTE, in continuous publication since 1950, is the premiere journal for teacher education, providing a vital forum for considering practice, policy and research in the field. Published five times a year, the journal reaches a worldwide audience and is regularly cited in new research. Among 112 education and educational research journals, the JTE was ranked 22 in the Thomson Reuters 2008 Journal Citation Reports. The JTE is AACTE's only journal, published in partnership with an editorial team based at a member institution and Sage Publications, Inc.

Visit jte.sagepub.com for more information.