Call for Submissions - Leveraging School-University Partnerships to Respond to Problems of Practice in Teacher Education

Journal
School-University Partnerships
Guest editor(s)
Drew Polly, Madelyn Colonnese,

Introduction

  • Preparing both teacher candidates and clinical teachers (aka mentor teachers) to enact evidence-based or research-based pedagogies,
  • enacting intentionally-designed clinical practice approaches to maximize teacher candidates’ development,
  • and establishing mutually-beneficial partnerships that support teacher education as well as the school partners that host teacher candidates.
  • Recruiting and developing teachers in traditional teacher education pathways as well as alternative licensure pathways (e.g., residency programs)
  • Retaining teachers
  • Providing pathways for teachers to develop skills and earn credentials in leadership such as coaching or administration

Based on research, school-university partnerships have potential to be fertile ground to respond to problems of practice in teacher education, and this special issue aims to spotlight articles on that topic. This special issue may also include partnership between universities, schools, and other community groups.

Aim of the Special Issue

The aim of the special issue is to showcase how school-university partnerships are responding to problems of practice in their own context. The types of articles that will be considered include:

  • Conceptual or theoretical papers related to partnership work
  • Empirical papers with original data
  • Syntheses of evidence (e.g. systematic reviews or scoping review)
  • Descriptive cases or vignettes

Submission Guidelines

Articles should be a maximum of 10,000 words in length. This includes all text, the structured abstract, references, tables, figures, and appendices. Article files should be provided in Microsoft Word format and follow APA 7 guidelines. More details and the link to submit can be found on the SUP website under the author guidelines tab. Submissions must be blinded, including a blinded title page and structured abstract. Each submission will undergo double-blind peer review.

Targeted Timeline

  • Proposals requested using this form: April 15, 2026
    - 2 page overview to Drew Polly, drew.polly@charlotte.edu
    - Closes: November 1, 2026
  • Full submissions: November 1, 2026
  • Initial review and feedback: December 15, 2026
  • Resubmission of drafts: February 20, 2027
  • Final acceptance: March, 2027