2021 Call For Manuscripts

Call for Manuscripts for the 2021 AILACTE Journal, Volume XVIII 

The Association of Independent Liberal Arts Colleges of Teacher Education (AILACTE) is a non-profit organization dedicated to the work of educator preparation programs in private liberal arts institutions.  AILACTE supports, recognizes, and advocates for private higher education institutions that offer a liberal arts education.  As an affiliate of the American Association of Colleges for Teacher Education (AACTE), we provide communication, resources, information sharing, and leadership across organizations. Each year AILACTE publishes a peer-reviewed journal. The goal of the journal is to disseminate scholarly work that enhances the work of teacher education professionals in independent, liberal arts colleges and universities.

The 2021 AILACTE Journal will be a themed edition; we are currently soliciting manuscripts addressing the topic Rethinking Teacher Education: Providing Quality Programs During and Post Pandemic.  

In early 2020, we witnessed history as the outbreak of COVID-19 reached pandemic status. We watched as the virus and its adverse effects made their way around the globe and into our own backyards. Once-stable countries, including our own, began to struggle mightily as their healthcare systems were over-taxed and their economies were decimated by COVID-19. Almost no sector of society has been left unaffected by the pandemic--including, of course, education. As schools abruptly closed to slow the spread of the virus, students and educators—preschool through university levels--found ourselves tossed into a sea of uncertainty with little time to adjust to a new educational paradigm.

As we reflect on spring and fall 2020, and possibly beyond, and continue to grapple with how to educate students effectively while mitigating the effects of an unpredictable public health crisis, some of the questions we teachers might ask ourselves include: 

  • How do we effectively engage students in online learning when they (and we) have little or no experience in this medium? 
  • How do we develop and nurture relationships with students at a distance? 
  • How do we meet the varied needs of all students--especially those with special needs--without the luxury of direct interaction?
  • How do we address the issues of equity and access with online learning?
  • What new pedagogical tools can we use to facilitate distance learning and how can we learn them? 
  • How do we advise students in an online setting?
  • How do we access and leverage financial support for a major, unplanned change in our programs?  What cost savings evolved at our institutions?  Did they cover the added costs?
  • How might lower enrollment and financial stress impact what we do?

 

While all teachers may find themselves struggling to maintain educational quality for all of their students, teacher educators and teacher education programs have unique concerns and challenges. As we work to prepare highly qualified teachers ready to take on the rigors of leading PK-12 classrooms, we are confronted with further questions to consider:

  • How can we prepare our students to use PK-12 digital resources and do we have the resources necessary to accomplish this task?
  • How can we ensure that teacher candidates are ready for student teaching if early field experience opportunities are compromised by school closures or no-visitor policies? 
  • How can we support student teachers who find themselves involved in distance teaching or in situations where little instruction is being provided?
  • How can we supervise and assess student teachers in an online learning environment?
  • What can we learn from programs that have been online for years?
  • How can we reassure teacher candidates worried about fulfilling licensure requirements when we are unsure ourselves about how our state licensing boards will rule?
  • How can we mentor first-year teachers whose student teaching may not have adequately prepared them for in-person classroom challenges? 

 

Finally, additional questions surface as we contemplate the return to “normal”:

  • What have we learned about teaching and learning as a result of our practices during COVID-19?
  • What successes can we celebrate?
  • What elements of our reconfigured practice might we want to retain post-pandemic?

 

We look forward to reading about your insights on these or other related questions and learning from your experiences, research, and ideas, as we work to deliver high-quality teacher preparation in the midst of the pandemic and going forward.  Although submissions are not limited to research studies, manuscripts that are grounded in literature and supported by data will be given stronger consideration.  Manuscripts are due June 18, 2021, and must follow APA guidelines, 7th Edition. Please refer to the AILACTE Journal Submission Guidelines and Checklist for the additional AILACTE Journal requirements (https://ailacte.org/AILACTE_Journal).  To submit your materials, go to the Author Submission and Biography form. Once you have completed the form, there is a place for you to submit your materials (manuscript, Author Submission and Biography form, and Institutional Research Board approval (if applicable) on the online form.

The Journal editors and publishers are Jackie Crawford ([email protected]), Professor Emerita at Simpson College, Iowa, and Elizabeth Leer ([email protected]), Associate Professor at St. Olaf College, Minnesota.