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Northwest Journal of Teacher Education


The NWJTE is a peer-reviewed journal that serves as a forum for a network of scholars, supervisors, pre-service teachers, K-12 practitioners and administrators, and others who work to bring forth new insights and wisdom about what it means to prepare and support teachers for democratic education. We share unique cross-border educational perspectives from both the northwest United States and Canada and from elsewhere in the world. The journal is committed to highlighting the interdependent, cooperative nature of teacher education and fostering a sense of common purpose among the people and institutions who work to empower and support the next generation of teachers.


NWJTE offers a space to collectively work through the interconnected demands of equity, excellence, and sustainability related to the issues of our time. To that end, and in an effort to record such dialogue and action, the journal seeks out and invites contributions that represent the diverse roles, perspectives, and methodologies found within teacher education. We are interested in research, practice and policy-based papers from a wide net of theoretical perspectives, and we invite authors to submit work in traditional or non-traditional representational style for review.

The editors of NWJTE would like to acknowledge the history of the journal itself. On this site you can find former issues of The Northwest Passage, the original iteration of NWJTE. In addition, we would like to connect readers with The Canadian Journal of Teacher Research, for which former NWJTE editor Jim Parsons serves as the Editorial Board Chair. Please enjoy The Canadian Journal of Teacher Research at: https://www.teacherresearch.ca

In its new home, please see https://pdxscholar.library.pdx.edu/nwjte/about.html 

Fall 2023 Call for Proposals

Cascading Crises: Climate Change and K-12 Education

Lawrence, Blacket, and Cradock-Henry (2020) note that climate change is leading to “cascading crises across scales through vulnerability paths, creating secondary emergencies” (p.2). These secondary emergencies can be divided into two interrelated categories: threats to linked social systems (Walker et. al., 2009) and threats to infrastructure (Bollinger and Dijekema, 2016). Otherwise stated, climate change is of significant consequence to both systems and structures, physical and metaphysical alike. No better example of this is the complex institution we call K-12 education.

Please see NWJTE link for full call.

Tentative Manuscript Timeline:

Proposal Submission Deadline: March 31, 2023
Editor’s Response: May 5, 2023
Submission Deadline For Full Manuscripts: July 31, 2023
First decisions regarding submitted manuscripts: September 4, 2023
Revised manuscript submission deadline: October 31, 2023
Publication: Mid-Late November 2023

Past Issues (Archives):

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