A Refereed Online Journal of the Georgia Association of Teacher Educators (GATE)
GATEways to Teacher Education is a peer-reviewed, bi-annual, online academic journal published by the Georgia Association of Teacher Educators. The journal is committed to promoting scholarly dialogue and inquiry into teacher education. GATE members are especially encouraged to share their research and insights.
Scope and Types of Articles
Each issue is non-thematic and welcomes a wide range of manuscript types, including but not limited to:
- Empirical research reports (qualitative, quantitative, or mixed methods)
- Theoretical or conceptual papers
- Project descriptions highlighting innovative practices or programs
- Debate or position papers exploring differing viewpoints
- Reflections and essays on professional practice
- Local, state, or national case studies relevant to teacher education
- Reviews or critiques of current trends or policies in education
Manuscripts should focus on issues central to pre-service, in-service, induction, or professional development in teacher education and contribute meaningfully to the field.
Publication and Submission Schedule
The journal is published bi-annually in October and April.
Deadlines for submission:
- August 1 for the October issue
- February 1 for the April issue
Submission Guidelines
All submissions must:
- Follow APA (7th edition) style guidelines
- Include author name(s) and affiliation(s) only on the title page
- Include a title and an abstract (max 150 words) on the first page of the manuscript
- Be submitted as a Word document (.doc or .docx)
Submit Your Manuscript
Please submit your manuscript to:
© Copyright Notice
GATEways to Teacher Education retains the copyright of all published articles.
Author Notification
Authors will be contacted upon receipt of their manuscript and will be updated regarding the review process.
Editor-in-Chief:
Dr. Forrest R. Parker
Valdosta State University
Forrest R. Parker III, Ph.D. is an Assistant Professor of Education at Valdosta State University and serves as the Editor-in-Chief of GATEways to Teacher Education, the peer-reviewed journal of the Georgia Association of Teacher Educators (GATE). He also holds the role of Secretary of GATE, contributing to the organization’s mission to advance the quality of teacher preparation in Georgia.
Nationally, Dr. Parker is a member of the Editorial Board for the Journal of Research in Education, the official peer-reviewed publication of the Eastern Educational Research Association (EERA). He also serves as Director of Sponsorship, Marketing, and University Relations for EERA, supporting strategic outreach and academic engagement across institutions.
Dr. Parker holds a Ph.D. in Educational Psychology from Auburn University. His research interests include aesthetics in education, child behavior, and Social-Emotional Learning (SEL). He is especially passionate about the role of emotional and aesthetic experiences in shaping classroom environments and supporting whole-child development. Through his editorial and academic leadership, Dr. Parker is dedicated to fostering scholarly dialogue and promoting inclusive, evidence-based practices in teacher education.
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.