Archives of previously published volumes can be accessed below

All publications at The Professional Educator are © the Authors, and are published under CC-BY-NC-ND 4.0 licenses. 

Baer, S. A., Cavill, W., & Daher, T. (2020). Zip Sass and Spitfire: Understanding What Administrators Want to See in Art Teacher Candidate Portfolios. The Professional Educator, 43(1), 1-14. 

Burbank, M. D., Darling, A., McLeran, A., & Ward, M. (2020). Saving Grace, Ourselves, and Profession: What It Means to Be a Reflective Practitioner in the 21st Century. The Professional Educator, 43(1), 14-24.

DeCuir, E. (2020). Taking Transformative Action at the Advanced Level (tTAL): A Pedagogical Model for Preparing Graduate-Level Candidates to Address Cultural and Linguistic Diversity in Schools. The Professional Educator, 43(1), 25-35.

Porter, B., & Freeman, M. K. (2020). Experienced Outcomes of a Self-Directed Professional Development Program. The Professional Educator, 43(1), 36–47.

Dupuis, J., Savick, S., & Fenster, M. (2020). Relationship Between Self-Efficacy Measured by the TSES scale and Teacher Participation in PDS Activity. The Professional Educator, 43(1), 47–58.

Doran, P. R. (2020). What They Didn’t Teach Us: New Teachers Reflect on their Preparation Experiences. The Professional Educator, 43(1), 59–69.

Heineke, A. J., Roudebush, A., Papola-Ellis, A., Davin, K. J., Cohen, S., & Wright-Costello, B. (2020). Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities. The Professional Educator, 43(1), 70–80.

Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team Teaching and Learning: A Model of Effective Professional Development for Teachers. The Professional Educator, 43(1), 80–90.

Beck, J. S., Lunsmann, C., & Garza, T. (2020). “We Need to Be in the Classroom More”: Veteran Teachers’ Views on Teacher Preparation and Retention. The Professional Educator, 43(1), 91–99.

Yamauchi, L. A., & Chapman de Sousa, E. B. (2020). Early Childhood Educators’ Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition. The Professional Educator, 43(1), 100–113.