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Submission guidelines

For more information, contact Jennifer Snow at [email protected]. 

 

The book proposal should be emailed directly or mailed to: 

 

Jennifer Snow, Managing Editor 

Advances in Teacher Education 

College of Education 

Boise State University 

Boise, ID 83725-1745

 

See our guidance on how to write a proposal

Download a proposal form

Understanding the publishing process

From proposal to publication, learn about the publishing process with Emerald with our helpful infographic. Download and keep your step-by-step guide (PDF).

To submit a proposal or discuss your idea, please contact the Series Editors

Editorial team

Jennifer L. Snow, Ph.D. is a professor in the Teaching, Learning, and Community Engagement Department in the College of Education at Boise State University. She served as Associate Dean for Teacher Education (2014-2019)  and Interim Dean (2019-2022) and currently is a Program Area Coordinator for Masters in Teaching Programs. Dr. Snow has authored or co-authored more than 40 articles and book chapters included in the following outlets: Journal of Teacher Education, Teaching and Teacher Education, Studying Teacher Education, and Journal of Educational Supervision to name a few. Dr. Snow’s research areas focus on teacher educator professional learning, teacher inquiry, and school-university partnership contexts. Dr. Snow serves on the JTE Editorial Board and was a co-editor of the Association of Teacher Educator Handbook of Research in Teacher Education (4th Edition). 

 

Jennifer Jacobs is an Associate Professor in the Department of Teaching and Learning, Department Chair, and Director of the Office of Clinical Education at the University of South Florida College of Education. She earned her doctorate in Curriculum, Instruction, and Teacher Education from the University of Florida.Her research focuses on the continuum of teacher education, spanning preservice teacher preparation, inservice teacher leadership, and the development of university-based teacher educators. Across these areas, her work is unified by three interconnected elements of teacher professional learning-1) innovative school–university partnerships, 2) equity-focused teacher learning, and 3) clinical experiences and pedagogy. Her scholarship has been published in Studying Teacher Education, Teaching and Teacher Education, Action in Teacher Education, Journal of School Leadership, and multiple book chapters. In 2021, she co-authored the book [Re]Designing Programs: A Vision for Equity-Centered Teacher Education with Rebecca West Burns. She currently serves as president of the National Association of School–University Partnerships.

Calls for submissions

Advances in Teacher Education is a series that explores teacher education and teacher learning from teacher candidate preparation across the professional life span through teacher leadership development. For decades teacher education researchers, organizations, and policy makers have called for improving and innovating teacher education by creating preparation programs with strong clinical practice and robust opportunities for practicing teacher learning.

Aims and scope

Advances in Teacher Education is a series that explores teacher education and teacher learning from candidate preparation across the professional life span through teacher leadership development. For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating programs with strong clinical practice and robust opportunities for teacher learning (e.g. AACTE, 2018; Burns, Baecher, & McCorvey, 2022; CAEP, 2013; Darling-Hammond, 2013; Goodlad, 1990; Jacobs & Burns 2021; NAPDS, 2008; NCATE, 2010; Zeichner, 1990). Simultaneously, the field recognizes the important role teacher leaders play in transforming classrooms and schools. Teacher leaders include those who assume formal roles and those serving in less formal leadership roles from within classrooms. Likewise, inquiries into the professional learning of teacher educators themselves is important scholarship (Goodwin & Kosnick, 2013; Jacobs, Yendol-Hoppey, & Dana, 2015; Snow, Wenner, Dismuke, & Hicks 2019; Vanderlinde, Smith, Murray, & Lunenberg, 2021). This series provides research-based guidance for innovating in teacher education, exploring tensions and challenging assumptions. 

 

Book proposals are solicited for the Advances in Teacher Education Series published by Emerald Publishing. A volume published within this series incorporates conceptual and/or empirical work that contributes to understanding high quality teacher and teacher educator development. Examples might include: research on/by teacher educators and the preparation of teacher educators, pedagogical practices enhancing teacher learning, teacher supervision and evaluation, school-university partnerships, clinical experience, teacher education program design, school-based teacher educators, coaching/mentoring, subject-specific teacher learning, program and innovation in practice, and teacher education policy. The series is interested in international perspectives.