What has been “missing” or “missed” over the last 50 years in APJTE?

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2022-05-27 DOI:10.1080/1359866X.2022.2078952

M. Brennan, T. Carusi, Matthew Clarke, Deborah Heck, S. Heimans, Jo-Anne Reid, Parlo Singh

引用次数: 1

Abstract

ABSTRACT The editors of APJTE invited a group of teacher education scholars to have a conversation about what is ‘missing’ from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal before; to have a conversation about what's (been) missing from the journal and/ or perhaps from teacher education scholarship more generally; what's been excluded and why, and what that tells us about the current state of the field, and the future perhaps.

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在过去的50年里，APJTE“错过”或“错过”了什么？

APJTE的编辑邀请了一群教师教育学者就该期刊和/或该领域“缺失”的内容进行讨论。为了庆祝《华尔街日报》创刊50周年，我们认为，思考一下这本杂志没有收录但可能收录的内容会很有趣。我们与在该领域已经或正在成为有影响力的人合作，和/或之前曾担任该杂志的编辑;就期刊和/或更广泛意义上的教师教育奖学金缺失的内容进行讨论;什么被排除在外，为什么被排除在外，这告诉我们这个领域的现状，也许还有未来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.