Welcome to JTE Insider, a social media effort coordinated by the editorial team of the Journal of Teacher Education at Michigan State University. The intent of this blog is to extend the conversation around teacher education beyond the pages of each JTE issue. Our plan is to feature a diverse array of emerging and established scholars in conversations pertaining to the past, present, and future of teacher education. We envision that the blog and other resources provided here might serve as a powerful tool in research, policy and teaching/learning contexts.
JTE Editorial Team
In January 2015, AACTE named Michigan State University’s College of Education as the incoming editorial host of the Journal of Teacher Education. Commencing with Volume 67, Issue 1 (January/February 2016), the journal is currently led by a team of four co-editors—Tonya Bartell, Dorinda Carter Andrews, Robert Floden and Gail Richmond—and seven associate editors—Corey Drake, Emery Petchauer, Jeff Bale, Christine Cho, Nathan Jones, Cinthia Salinas, and Thomas Philip. The team is supported by assistant editor Maribel Santiago and graduate assistants Eliana Castro and Mary Neville.
Tonya Bartell is an associate professor of mathematics education interested in exploring teaching practices that promote mathematics learning for all students. Her research focuses on issues of culture, race, and power in mathematics teaching and learning, with particular attention to teachers’ development of mathematics pedagogy for social justice and pedagogy integrating a focus on mathematics, children’s mathematical thinking, and children’s community and cultural knowledge.
Dorinda J. Carter Andrews is the assistant dean of Equity Outreach Initiatives and an associate professor in the Department of Teacher Education. She is co-coordinator of the Graduate Urban Education Certificate Program and a faculty leader in the undergraduate Urban Educators Cohort Program. Carter Andrews is also a core faculty member in the African American and African Studies Program. Her research is broadly focused on race and educational equity. She studies racial inequity in suburban and urban schools, urban teacher preparation and identity development, and critical race praxis with K-12 educators. Her current research projects focus on adolescents’ perceptions of discrimination and overall school culture and climate and the effects on school engagement, and novice urban teachers’ perceptions of preparedness and support for urban teaching.
Robert Floden is the dean of the College of Education. Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology and educational policy. He is co-director of the Education Policy Center and co-director of a pre-doctoral training program in the economics of education. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. He is a member of the National Academy of Education.
Gail Richmond is a professor of science and urban education in the Department of Teacher Education. Her research program is focused on factors that shape science achievement and career choice (including science teaching). She is particularly interested in identifying the knowledge and skills necessary for effective science teaching and how an individual’s commitments as a developing teacher (professional identity) and the classroom and school context shape the development of these critical knowledge and skills. Dr. Richmond’s work also focuses on articulating those elements that facilitate teacher growth within professional learning communities (PLCs), and result in changes in classroom practice