About the Journal
The Journal of CTE Teacher Education (JCTETE) was founded by a dedicated group of Career and Technical Education (CTE) teacher education faculty who recognized the unique needs of CTE teacher educators. While many existing publications focus on the best practices of CTE teachers and research about the field of CTE itself, there has been a notable gap in literature addressing the processes, challenges, and innovations in preparing the teachers who guide the next generation of CTE professionals.
The founding faculty saw a critical need to share research, case studies, and best practices specifically aimed at supporting those who prepare and develop CTE teachers. In response, The Journal of CTE Teacher Education was created to serve as an open-access platform dedicated to fostering this essential dialogue.
Our Mission
At JCTETE, we aim to:
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Bridge the gap between research on CTE teacher education and the broader field of CTE.
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Highlight innovative practices in CTE teacher preparation, offering insights into new pedagogical approaches, policy impacts, and workforce integration.
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Support the professional growth of CTE teacher educators by providing a platform for sharing cutting-edge research, experiential learning strategies, and instructional innovations.
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Encourage collaboration across institutions and disciplines to ensure that CTE teacher education reflects current trends in workforce needs, instructional technology, and educational policy.
We welcome contributions from educators, researchers, and graduate students who are interested in advancing the field of CTE teacher education. Our goal is to elevate the standards of CTE teacher preparation, ensuring that future educators are equipped with the knowledge, skills, and tools necessary to succeed in a rapidly evolving educational landscape.
By maintaining an open-access format, we are committed to making this important work accessible to educators and researchers worldwide, facilitating a broader impact on the preparation and development of CTE teachers.
