{"title":"好主意在哪里","authors":"Valerie Hill-Jackson, Cheryl J. Craig","doi":"10.1177/00224871241232033","DOIUrl":null,"url":null,"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.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘Where the Good Ideas Are’\",\"authors\":\"Valerie Hill-Jackson, Cheryl J. Craig\",\"doi\":\"10.1177/00224871241232033\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":17162,\"journal\":{\"name\":\"Journal of Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224871241232033\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224871241232033","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
期刊介绍：
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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