IntroductionThe Journal of Teacher Education has existed since March 1950. According to the journal's website (http://jte.sagepub.com/) it has an impact factor of 1.891 and is ranked 18 of 184 in Education and Educational Research. The purpose of this article is to criticize issue 64, volume 3 of 2011. This article is organized in such a way as to present a description of information about the authors, institutions and topics of each article, then a summary of the articles on education of teachers and finally the implications for the field of teacher education. Description This issue of the journal included seven articles in total; four were research articles, two were literature reviews, and one was an editorial. A total of seventeen authors were represented in the articles. Six universities and one public charity were represented. Of the six universities, three are research universities, two are teaching universities and one is an international teaching university. The public charity is The New Teacher Project in New York. Topics in this issue of the journal included teacher education, collaboration, professional ethics, and multicultural education. Each article addressed different issues related to teacher education. Teacher education topics included teacher education and community involvement, school-university partnerships for collaboration, beliefs and perceptions of practice through the use of metaphors, professional ethics, pedagogical content knowledge, role of teacher education teachers in career paths and quality research to improve teacher education. .Teacher EducationTeacher education presents a myriad of trends and issues that impact research topics. This article, as indicated above, will focus on the issues addressed in Volume 62, Number 3… half of the article… and Wang, J. (2011). Toward strengthening the preparation of teacher-researchers in doctoral programs and beyond. The Journal of Teacher Education, 62(3), 239-245. Martin, S., Snow, J. & Torrez, C. (2011). Navigating third space terrain: Tensions with/in relationships in school-university partnerships. The Journal of Teacher Education, 62(3), 299-311.Michaeli, N. & Yogev, E. (2011). Teachers as “organic intellectuals” involved in society: training teachers in a political context. The Journal of Teacher Education, 62(3), 312-324.Monte-Sano, C. (2011). Learning to open the story to students: In-service teachers' emerging pedagogical content knowledge. The Journal of Teacher Education, 62(3), 260-272.Silverman, S. & Warnick, B. (2011). A framework for professional ethics courses in teacher education. The Journal of Teacher Education, 62(3), 273-285.