2023, Volume 32, Issue 1


PD in PJs: Building a Sustainable, Collaborative Professional Development Approach to Address Teachers’ Affective and Technological Needs (PDF)
Asim et al

Preservice Teachers’ Self-Efficacy for Teaching Mathematics (PDF)
Byrd and Giles

Aiding Teachers in Understanding and Reducing Trauma for Children in Foster Care in an Educational Setting (PDF)

Improving Practice: Community Stakeholders and Professors as Co-Educators in a University Classroom (PDF)
Davis et al

Why are we Whispering? Addressing Implicit Bias in K-12 Education (PDF)
Grays et al

Teaching Literacy Leadership in Traditional and Online Eras (PDF)

Examining Social Studies Teachers’ Roles as Gatekeepers to Controversial Topics (PDF)
Terantino and Weinland

Technology in Teacher Education: Preservice Teacher Comfort Level with Instructional Technology in a Stand-Alone Technology Course (PDF)
Zakrzewski and Newton

Thinking Like a Reader, Thinking Like a Writer: Shifting Stances in Digital Picture Book Creating (PDF)
Zuccaro and Shanahan

The SRATE Journal is a peer-reviewed publication of the Southeastern Regional Association of Teacher Educators. The mission of the SRATE Journal is dissemination of scholarship and research related to the profession of teaching with an emphasis on teacher preparation. Points of view are those of the author and are not necessarily reflective of the association or journal editors. Authors are responsible for the accuracy of information and legal use of all materials within their manuscripts.