The Journal of Teacher Education (JTE) is leading teacher education through the 21st century with timely topics such as field experiences and teacher education; cognitive science and critical thinking; preparing teachers for urban schools; teachers' beliefs; accreditation and certification; selection, retention, and recruitment of minority teachers and teacher leadership; perspectives on leadership; professional ethics in teacher education; and restructuring teacher education.

May/June, 2015; Vol. 66, No. 3

Editorial
Contextualizing Versus Internationalizing Research on Teacher Education: Competing or Complementary Goals?
Stephanie L. Knight, Gwendolyn M. Lloyd, Fran Arbaugh, David Gamson, Scott P. McDonald, James Nolan, Jr., and Anne Elrod Whitney

Articles
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
Jennifer Sun and Elizabeth A. van Es

Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos
Benjamin H. Dotger

Teachers’ Uses of a Learning Trajectory in Student-Centered Instructional Practices
P. Holt Wilson, Paola Sztajn, Cyndi Edgington, and Marrielle Myers

A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
Melissa Schieble, Amy Vetter, and Mark Meacham

What Is Reflection? Looking for Clarity in an Ambiguous Notion
Marc Clarà

Composing With New Technology: Teacher Reflections on Learning Digital Video
David L. Bruce and Ming Ming Chiu

Rating Teachers Cheaper, Faster, and Better: Not So Fast
Thomas L. Good and Alyson L. Lavigne
 

详情请见：http://jte.sagepub.com/content/current