Quality Teacher Education Research

Abstract

In the first issue of Volume 63, we focused our editorial on the need to improve research in teacher education by increasing the rigor and relevance of studies in the field. We referred to individual studies as in a structure that would serve as a knowledge base for researchers, practitioners, and policy makers (Knight, Lloyd, Arbaugh, Edmondson, Nolan, & Whitney, 2012). As researchers, we need to attend to both the quality of individual bricks and the positioning of those bricks within the framework. In other words, by situating our findings within the theoretical frameworks and prior research that undergird the knowledge base, we can advance the field. Research submitted to Journal of Teacher Education (JTE) is steadily improving. Although much of our own evidence as editors of JTE is anecdotal, coming from the hundreds of articles we encounter each year, evidence for improvement is emerging from other sources as well. Our acceptance rate has steadily increased while we have maintained the same high standards for publication. Although not the sole indicator of quality, the change in the impact of the journal may also signal a perceived increase in quality by readers of the journal. In a previous editorial (JTE 63:1), we cited our rank of 18 out of 177 education and education research journals and an impact factor of 1.891 as evidence of our standing in the field. Since that time, thanks to the efforts of previous editors and what we see as the improvement of research in teacher education leading to more citations, JTE has moved to number 10 of 203 journals and has increased the impact factor to 2.292 (Thompson Reuters, 2012). Nevertheless, we still have more to do. As editors, we spend a great deal of time articulating what makes some manuscripts publishable and others not. Manuscripts are often subjected to editorial team review prior to being sent out for peer scrutiny and always before their final acceptance. As we discuss the characteristics of various manuscripts, the complexity of defining research quality in a field with such diverse methods and topics becomes apparent. Others have explored the topic for education research in general (see, for example, National Research Council, 2002). However, as we continue this discussion, we find we are slowly acquiring a set of criteria which can be applied to diverse studies specifically in teacher education. Although these criteria are still emerging, we would like to expand the discussion to the JTE readership by sharing our thoughts on some of the criteria we have formulated to date. Criteria for Quality In judging manuscripts, we consider a number of questions related to criteria for quality. Some questions are dictated by criteria for appropriateness for JTE, but others revolve around more generic issues of quality. As editors of a journal with such a diverse readership, we find that to make the range of studies and topics accessible to proponents of different philosophies, research paradigms, and interests, authors need to be very explicit in their rationale and report of the research and how they have incorporated the criteria for quality in their studies. The following questions may help guide authors in this process. Appropriateness for JTE The first question we ask of any manuscript that comes across our desk is whether the study actually focuses on teacher education, and if so, would it be of interest to readers of the journal. Is the manuscript appropriate for JTE? Two types of manuscripts typically receive a negative response to this question. Studies that focus on teaching or teachers or students in elementary and secondary schools, without making an explicit connection to teacher education, constitute the first category. Merely mentioning the applicability of the findings for teacher education in the implications is not enough. The connection to teacher education should appear in the theoretical framework and the rationale for the study, as well as in the discussion and implications. …