Taking our lead from Karl Mannheim’s sociology of knowledge theory, and utilizing qualitative content analyses of data extracted from editorials, articles, and public-facing documents, this current editorial details the story of how the myriad of editors for the Journal of Teacher Education (JTE) safeguarded a space to highlight ideas essential to research of preservice and inservice teacher education within an ever-changing global context for nearly 75 years. Fourteen JTE editorships over four eras— competency, reformation, legitimization, and resilience—are laid bare.
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Hill-Jackson et al. (2024) studied this question.
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