Advances in Teacher Education

Advances in Teacher Education is a series that explores teacher education and teacher learning from candidate preparation across the professional life span through teacher leadership development. For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating programs with strong clinical practice and robust opportunities for teacher learning (e.g. AACTE, 2018; Burns, Baecher, & McCorvey, 2022; CAEP, 2013; Darling-Hammond, 2013; Goodlad, 1990; Jacobs & Burns 2021; NAPDS, 2008; NCATE, 2010; Zeichner, 1990). Simultaneously, the field recognizes the important role teacher leaders play in transforming classrooms and schools. Teacher leaders include those who assume formal roles and those serving in less formal leadership roles from within classrooms. Likewise, inquiries into the professional learning of teacher educators themselves is important scholarship (Goodwin & Kosnick, 2013; Jacobs, Yendol-Hoppey, & Dana, 2015; Snow, Wenner, Dismuke, & Hicks 2019; Vanderlinde, Smith, Murray, & Lunenberg, 2021). This series provides research-based guidance for innovating in teacher education, exploring tensions and challenging assumptions. 

Book proposals are solicited for the Advances in Teacher Education Series published by Emerald Publishing. A volume published within this series incorporates conceptual and/or empirical work that contributes to understanding high quality teacher and teacher educator development. Examples might include: research on/by teacher educators and the preparation of teacher educators, pedagogical practices enhancing teacher learning, teacher supervision and evaluation, school-university partnerships, clinical experience, teacher education program design, school-based teacher educators, coaching/mentoring, subject-specific teacher learning, program and innovation in practice, and teacher education policy. The series is interested in international perspectives.