Five-Year Retrospective

We have just completed 5 years as editors of Journal of Teacher Education (JTE), having published four full volumes (63-66) and part of one (62), and will hand over the privilege and responsibility to a new team from Michigan State University in the next issue. In one of our first editorials (Knight et al., 2012), we reflected on how views of teacher education research from both within and outside the profession influenced our vision for the journal. At that time, we saw our challenge as building on the emerging traditions of diversity and excellence established by previous teams of capable editors with the ultimate goal of further advancing research to establish teacher education as a distinct field with knowledge, histories, research methodologies, and practices that are recognized and recognizable. Furthering the goal would require us to bring together the three dimensions of teacher education--practice, policy, and research--in challenging and productive ways so that considerations of issues or challenges in teacher education would be enriched by careful attention from these multiple frames of reference. We recognized a number of obstacles: the reputation of research in teacher education as lacking rigor and relevance and, relatedly, an incomplete knowledge base that prevents us from connecting findings in meaningful ways to inform practice and policy (e.g., Cochran-Smith & Zeichner, 2005; Feuer, Towne, & Shavelson, 2002; Kaestle, 1993; Moss et al., 2006; National Research Council, 2002; Wilson, Floden, & Ferrini-Mundy, 2001); a lack of a sense of professional identity among teacher educators (Labaree, 2008); and publication of teacher education research in specialized content journals with limited audiences rather than in broader teacher education research journals. In reflecting on our tenure as JTE editors, we see that putting our rhetoric into reality was challenging. The sheer number of manuscripts--more than 700 per year--was overwhelming even for a relatively large editorial team with diverse expertise and interests. We made concerted efforts to address our goal of improving quality; we devoted editorials (e.g., Knight et al., 2012) to the topic of quality and led interactive sessions at the annual meetings of our sponsoring organization, the American Association of Colleges of Teacher Education (AACTE), to discuss what constitutes rigor in teacher education research. To address our goal of improving relevance, we sponsored major forums at AACTE meetings on current topics and solicited recommendations from teacher educators for theme issues focusing on emerging areas of interest. Teacher Education Research Quality Based on our review of manuscripts from the first year of our editorship (Volume 63), we identified four areas that authors could target to improve the quality of their research (Knight et al., 2013). The first area that we identified, appropriateness for JTE, involves an explicit connection to an important topic or issue related to research and scholarship in teacher education. We initially rejected a large number of articles prior to external review for two primary reasons: They focused on teachers, teaching, or K-12 students without a clear connection to teacher education or they used teacher education students or faculty as their sample but did not connect to relevant theory and previous methodological and empirical work in teacher education. The second and third areas involve intertwined issues related to the nature of the research design and the samples used in the studies. We received a large number of manuscripts describing studies where the researchers were also the teacher educators or program developers and implementers and the samples were their own students. Whereas this relationship is not problematic in and of itself, the genre of many of the manuscripts often appeared to be program evaluation with program improvement or validation as the primary purpose. …