•  
  •  
 

About This Journal

The NWJTE is a peer-reviewed journal that serves as a forum for a network of scholars, supervisors, pre-service teachers, K-12 practitioners and administrators, and others who work to bring forth new insights and wisdom about what it means to prepare and support teachers for democratic education. We share unique cross-border educational perspectives from both the northwest United States and Canada and from elsewhere in the world. The journal is committed to highlighting the interdependent, cooperative nature of teacher education and fostering a sense of common purpose among the people and institutions who work to empower and support the next generation of teachers.

NWJTE offers a space to collectively work through the interconnected demands of equity, excellence, and sustainability related to the issues of our time. To that end, and in an effort to record such dialogue and action, the journal seeks out and invites contributions that represent the diverse roles, perspectives, and methodologies found within teacher education. We are interested in research, practice and policy-based papers from a wide net of theoretical perspectives, and we invite authors to submit work in traditional or non-traditional representational style for review.