Year: 2024
Type: article
Abstract: Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.
Source: Journal of Teacher Education
Authors: Valerie Hill-Jackson, Cheryl J. Craig
Institution: Texas A&M University
Language: English
Subfield: History and Philosophy of Science
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: Boston College
OpenAlex ID: W4392532871