GATEways to Teacher Education is a refereed online journal with national representation on its editorial review board, published by the Georgia Association of Teacher Educators. GATE members are encouraged to publish their work in GATEways.

Each issue is non-thematic. The journal, published bi-annually in October and April of each academic year, is soliciting manuscripts concerned with teacher education, including teaching and learning, induction, in-service education, and pre-service education. Project descriptions, research reports, theoretical papers, debates, papers espousing a particular point of view, and descriptions of activities or issues in teacher education at the local, state, or national level would be appropriate topics for the journal.

To access the electronic journal issues, click here:  GATEways

Submission Guidelines
Electronic manuscripts must be received by July 1 preceding the October of publication or by January 2 preceding the April of publication and must:

  • adhere to APA (7th edition) style,
  • include author name(s) and affiliation(s) on the title page only,
  • include autobiographical sketches of the author(s) (three to five sentences each) on a separate page,
  • include title and abstract (150 words maximum) on the first page of text, and
  • be submitted as a Word document.

Submit electronic manuscripts as a Word document to:

GATEways to Teacher Education

    • Dr. Forrest Parker, Valdosta State University

Email: [email protected]

Copyright: 
GATEways to Teacher Education will retain the copyright of all published items.

Author Notification:                                                                                                                                              The journal editors will contact you upon manuscript receipt.

Co-Editor: 

Dr. LaTasha Jones Adams, Clayton State University

After realizing that she had been mistracked in middle school due to the predominant race and class of her elementary school, Dr. Adams vowed to be a voice in the fight toward ending educational inequity. She began teaching as a Teach for America corps member with the Atlanta Public Schools. Since then she has been a middle and elementary school principal, curriculum specialist, curriculum coordinator, educational research associate, and assistant professor. Dr. Adams is also a member of several advisory boards and professional organizations and founded a non-profit organization, Dominion Literacy, that focuses on educational equity and advocacy through literacy. In 2020, she was named a Georgia Teaching Fellow and holds several distinctive honors and awards. She holds a Doctor of Philosophy in Curriculum and Instruction/Urban Education from The University of North Carolina at Charlotte. Dr. Adams has been an active member of GATE since 2008 and recently served on the Executive Committee as the Secretary. She is excited to serve in this new role of co-editor of GATEways.

Co-Editor:

Dr. Jennifer Curl, Henry County Schools

Dr. Jennifer Curl is a high school English teacher with Henry County Schools. She has taught all levels of high school English and has worked in three metro Atlanta school districts. She is also an adjunct professor in teacher education. Dr. Curl has been a member of GATE since 2019.

Copy Editor:

Dr. Vicki Thrailkill Pheil, LaGrange College

Vicki Thrailkill Pheil has been an assistant professor in the Education Department at LaGrange College since 2007 where she teaches in the Elementary Education (BA) and Master of Arts in Teaching (MAT) programs. Vicki is also the MAT academic advisor and the advisor for the Psi Nu Chapter of Kappa Delta Pi International Honor Society in Education. She has been active in the Georgia Field Directors Association since 2007, having served on the Board of Directors as a board member, secretary, vice president, and president. Vicki has been a National Board Certified Teacher in the field of Early Adolescence English Language Arts since 2002. She recently graduated with her EdD in Curriculum and Leadership from Columbus State University; her dissertation focused on the topic of induction program components to increase retention in public education teachers. Other research interests include middle grades education, adolescent development and the teenage brain, and innovative language arts instruction.