Editors’ Notes

As a tribute to the 100th Anniversary of the Association of Teacher Educators (ATE), this special contribution of the Action in Teacher Education, focuses on six critical issues of teacher education. Since the foundation of ATE in 1920, the U.S. and the world have become more globalized and diverse. Teachers educators and researchers have committed to equitable and democratic education for diverse learners through innovations in theoretically driven educational practice to lend empirical evidence for policy implication. The Action in Teacher Education editors endeavored to produce a compilation of articles regarding issues in the field that have been addressed continually over recent decades by eminent educational scholars. To accomplish this, the editorial team examined ATE conference programs over as many years as we could compile. We conducted a content analysis of the themes to narrow the topics into six major categories: Globalization, Diversity/Equity, Democratic Teacher Education, Professionalizing Teacher Education, Partnership and Advocacy, and Accountability. The team then discussed who were among scholars who have not only published pieces about those topics, but also considering their contributions to the ATE organization. The invited authors graciously accepted our invitation to contribute a commentary on their topic to illustrate the work that has been accomplished in teacher education as well as the need for future research and development on the issues at hand. In addition, we wanted to have a retrospective of the work of past presidents of ATE to bring an additional focus on similar issues, but at the level of work accomplished in the annual conferences through the themes, commissions, and task forces selected by ATE presidents. To do so we asked a former ATE president, Jane McCarthy, to ask various past presidents to discuss their themes and presidencies to give a sense of how the association takes up issues relative to educational policy, schools, classrooms, teachers, and teacher education programs and participants. Thus, this journal issue extends to the reader both a wide angle view of educational topics in the field along with a more nuanced view of the work of the association itself. Lin Goodwin explains globalization in teacher education practice in her article, “Globalization, Global Mindsets, and Teacher Education. ” In her viewpoint of the global space, people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. Goodwin vividly noted this reality of globalization makes what happens “there” to “them” now affect what happens “here” to “us. ” Goodwin further defines globalization as “the intersection of and connections across countries, the blending, and blurring of borders, the mutuality of their trajectories resulting from the intertwining of economies and cultures, and the trade-in ideas (and ideologies), practices, technologies, and people. ” Based on her definition of globalization, Goodwin discusses the impacts on teacher education and curriculum. She laments that teacher education programs are dominated by standardization of curriculum, high stakes teacher certification testing, a reliance on data-driven and evidence-based outcomes, and mandatory accreditation. Goodwin criticized programs for their lacking attention to migration and immigration and failing to prepare teachers with high levels of global knowledge. Goodwin proposes four dimensions of global mind-sets teachers (and therefore teacher education/ educators) should cultivate in the context of globalization: the curricular, professional, moral, and