Editors' Learning: Reflections on Our Leadership of JTE.

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From: Journal of Teacher Education(Vol. 72, Issue 5)
Publisher: Corwin Press, Inc.
Document Type: Editorial
Length: 1,457 words
Lexile Measure: 1520L

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With this issue, our team at Michigan State University completes 6 years of work as Co-Editors of the Journal of Teacher Education. For this final editorial, we looked back across the work published during those years, asking ourselves: What lessons have we learned as a result of this service to the field? The papers published during our tenure have addressed a range of issues important to teacher education including, for example, links to communities, assessment of teachers' and teacher candidates' knowledge and skills, impact of policies on preparation programs, features of clinical preparation, and preparation needed for social justice teaching. We not only noted the breadth of topics, frameworks, and authors, but also recognized the need for even greater diversity, with particular attention to the inclusion of scholars and perspectives beyond the United States. Journal issues also addressed the range of knowledge and skills needing to be developed through teacher education, and we hope that in future publications, more scholars will help the research community better understand the complexities of critical knowledge and practices for teaching and teacher education.

One important contribution of the Journal of Teacher Education is the elevation of voices of scholars newer to the field, whose work informs our views of issues through sharing new and different perspectives. Scholars new to the field bring unique and necessary lenses and methodologies to research, supporting us in seeing things that were previously invisible or understood through damaging frames. We might think of these new voices as critical friends whose different perspectives bring honest insight to issues that may have been difficult to see. This exposure to and learning from diverse perspectives require that we consider viewpoints other than our own. By working to consider and understand fresh and different lenses and approaches, we deepen our understanding of the topic at hand. It can change what and how we see multiple aspects of teacher education. Knowing that voices of scholars newer to the field exist is insufficient; we must purposefully seek out those voices and champion them in being heard to best support continuous improvement of our work as a field.

While we made progress on advancing the work of scholars studying teacher...

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Gale Document Number: GALE|A681309831