The Journal of Teacher Education has been in existence since March of 1950. According to the journals website (http://jte.sagepub.com/) it has an impact factor of 1.891 and is ranked 18 out of 184 in Education & Educational Research. The purpose of this paper is to critique issue 64 volume 3 of 2011. This paper is organized so that description of information is presented about the authors, institutions and topics of each paper, then a synthesis of the teacher education articles, and finally implications for the field of teacher education.
This journal issue included seven total articles; four were research articles, two were literature reviews and one was an editorial. A total of seventeen authors were represented in the articles. Six universities were represented and one public charity. Of the six universities, three are research universities, two are teaching universities, and one is an international teaching university. The public charity is The New Teacher Project in New York. Topics of this journal issue included teacher education, collaboration, professional ethics, and multicultural education. Each article addressed different issues within teacher education. Topics in teacher education included teacher training and community involvement, school-university partnerships for collaboration, beliefs and perceptions of practice through use of metaphors, professional ethics, pedagogical content knowledge, role of teacher education on career paths, and quality research to improve teacher education.
Teacher education has a myriad of trends and issues that impact topics for research. This paper as indicated earlier will focus on the issues addressed in Volume 62 Issue 3 of the Journal of Teacher Education. The arduous task of determining elements of programs that retain teachers and lower attrition rates has been examined by many researchers. The issue of traditional programs versus alternative certification programs is burgeoning as teacher shortages increase. Kirchhoff and Laurenz (2011) examined how teacher education programs influenced the career paths of teachers. In regards to any differences in traditional programs versus alternative certification programs, no trends were noted between the type of program and the participants’ decision to remain or leave the teaching profession. They found that ongoing support and specific preparation for the type of school the teachers actually went to teach in influenced the teachers’ career paths. Martin, Snow and Torrez (2011) also discussed the importance of support through mentoring and specifically partnerships between the schools that accept preservice teachers for field experiences and the university in which they attend. Martin, Snow and Torrez contend that collaboration and shared vision in building partnerships for supervising field experiences is an essential and foundational component to a teacher education program.