The Northwest Journal of Teacher Education is the peer-reviewed journal of the Northwest Association of Teacher Educators. NWJTE publishes original contributions from teacher educators, teachers, teacher candidates, and other stakeholders interested in the exchange of ideas related to teacher education. NWJTE offers thoughtful, innovative, and practical ideas grounded in research. At the heart, NWJTE is written for educators by educators.
See the Aims and Scope for a complete coverage of the journal.
Current Issue: Volume 20, Issue 1 (2025) Reclaiming (Re-envisioning) Teacher Education
Reclaiming (Re-envisioning) Teacher Education
We are thrilled to publish two manuscripts that speak to the times in which we live. First, Narayanan describes the trends in school enrollment post-pandemic -- an issue of critical importance to educators who are advocating for continuation of a robust public education for all children. In Oregon specifically, learning gains have lagged behind other states. Narayanan digs deep into the connections between enrollment trends and learning gains and losses. In our second manuscript, Tarc, Ng-A-Fook, Ausman, and James explore teacher freedoms in the face of the continued standardization movement. The authors consider teaching an artistic endeavor and highlights the transformative practices of two secondary teachers. We are sure readers will be intrigued and find value in both manuscripts.
Articles
Regional and District Trends in Oregon’s Post-Pandemic School Enrollment and Achievement
Madhu Narayanan
Illuminating Two Secondary Schoolteachers’ Praxes on a ‘terrain of freedom:’ Lessons for Teacher Education
Paul Tarc, Nicholas Ng-A-Fook, Tasha Ausman, and Catherine James