The National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) seek applications for Editor of their joint online journal Mathematics Teacher Educator for a term beginning May 2024.
Mission and Goals
The journal contributes to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge. The journal provides a means for practitioner knowledge related to the preparation and support of teachers of mathematics not only to be public, shared, and stored, but also verified, and improved over time (Hiebert, Gallimore, & Stigler, 2002). Mathematics Teacher Educator is a scholarly, peer-reviewed, online journal.
The primary audience of Mathematics Teacher Educator is practitioners in mathematics teacher education, broadly defined as anyone who contributes to the preparation and professional development of Pre-K–12 preservice and inservice teachers of mathematics. Mathematics teacher educators include mathematics educators, mathematicians, teacher leaders, school district mathematics experts, mathematics coaches, and others.
Requirements and Qualifications
Required for Editor:
- Be a current member of both AMTE and NCTM.
- Have a clear understanding of the goals and mission of the journal and agree to maintain a journal that respects them.
- Have previous experience with scholarly/practitioner journals as editor; member of editorial panel or board; editor of a department; or other substantive editorial experience.
- Demonstrate an understanding of the amount of time and resources needed to support the editorial processes (e.g., editorial team, student/graduate students, release time, institutional support).
- Be well-versed in practices and issues of mathematics teacher education, including professional development and preservice preparation of teachers of mathematics.
Desired for Editor: Experience with or vision for online publishing.
The Editor will:
assign reviewers to manuscripts;
decide what articles are published in the journal, using expert advice from reviewers, including the Editorial Panel;
establish and work collaboratively with their editorial team (e.g., Associate Editor(s), undergraduate students, graduate students) to fulfill the journal’s mission and workload;
communicate decisions with feedback to authors and reviewers;
advocate for and represent the journal in various venues;
participate in meetings with the organizational leadership and Editorial Panel; and
report on the status of the journal.
The term for the Editor will be three years plus one year as Editor-Designate. The year as Editor-Designate begins May 2024; the Editor-Designate will begin receiving manuscripts in May 2024 (at a time mutually agreeable to the current Editor and the Editor-Designate) under the support and mentoring of the current Editor and team. The individual selected will thus serve from May 2024 through May 2028.
NCTM will provide the Editor with an internet-based manuscript processing system.
Applicants should submit a vita and a letter of application describing relevant experiences as a scholar of mathematics teacher education, with editorial work, and with managerial aspects of running a journal to MTE Chair, Andy Tyminski (email@example.com). Describe your proposed editorial team, including name of Associate Editor(s), and a one-paragraph description of how that team might support the work of the journal. Applicants progressing to the interview stage will be asked to provide a brief application packet, including a letter of support from their institution for serving as editor (e.g., release from teaching; undergraduate or graduate student assistant; clerical support).
Candidates should submit their completed applications via email to Andy Tyminski (firstname.lastname@example.org) beginning August 1, 2023 and no later than October 1, 2023. Interviews will begin following review of applications. Final selection of an editor is anticipated in early 2024.
Hiebert, J., Gallimore, R., & Stigler, J. W. 2002. A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15