Call for Chapters - AI’s Role in Enhancing Teacher Preparation

Guest editor(s)
Lisa Delgado Brown, Hillary Van Dyke,

We invite scholars, pre-service teachers, teacher educators, and researchers to contribute chapters to our forthcoming edited volume, AI’s Role in Enhancing Teacher Preparation. This volume will examine how AI-powered tools can support teacher preparation programs. This list is illustrative rather than exhaustive, and we especially welcome proposals that challenge or extend current thinking on AI in teacher preparation.

We seek research-based and practice-driven contributions that address the following topics as they relate to teacher education:

  1. AI as a reflective or self-assessment tool for lesson alignment

  2. Developing critical AI literacy in teacher preparation programs

  3. AI and the evolving role of teacher educators in higher education

  4. AI across the practicum, field placement, and the mentor-teacher relationship

  5. Policy, governance, and institutional responses to AI in teacher preparation

  6. AI for special education, differentiation, and accessibility in lesson planning

  7. Preparing future teachers to critically evaluate AI-generated instructional content

  8. AI and teacher agency: preserving professional judgment in AI-supported classrooms

  9. Strategies for scaffolding AI-assisted lesson planning in preservice teacher programs

  10. AI and teacher agency: preserving professional judgment in AI-supported classrooms

  11. AI’s impact on classroom management, student engagement, and instructional delivery

  12. The role of prompting, feedback, and iterative revision in AI-supported teacher learning

  13. Emerging frameworks, models, or pedagogies for ethical AI integration in teacher preparation

  14. Equity-centered, culturally responsive, and justice-oriented approaches to AI in teacher preparation, including AI's effects on multilingual learners and the risk of cultural erasure in AI-generated content

  15. AI and cognitive offloading: how to preserve productive struggle, metacognition, and instructional judgment when AI does the thinking

  16. AI-supported formative assessment and data-informed instruction, including how to assess and maintain integrity when teacher candidates themselves use AI

  17. AI-powered simulated students and mixed-reality rehearsal for clinical practice and coaching (for example, for rehearsing teaching, classroom management, and difficult conversations)

  18. Preparing future teachers to weigh the material ethics of AI (for example, environmental cost, labor practices, and the political economy of edtech procurement) when selecting, critically examining, and adopting classroom tools

We look forward to your contributions and to shaping the future of AI in teacher education together!

Submission Guidelines

  • Co-authored submissions are welcome.

  • Chapters must be original and not previously published or under consideration elsewhere.

  • Chapters should be theoretical, empirical, or practice-based and should contribute meaningfully to current conversations surrounding AI in teacher preparation and educator development.

  • Authors should include a brief disclosure statement describing any use of generative artificial intelligence (AI) tools in the development of the manuscript, consistent with publisher and ethical authorship guidelines.

Interested authors should submit a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter along with a brief biographical statement (150 words per author) by September 30, 2026. Authors will submit their call using this form: https://docs.google.com/forms/d/e/1FAIpQLSfKY5MJvprFlXGrE06ifcrLQD6IMtR7hQsKGAiwGl_KMQjMlw/viewform 

Proposals should clearly outline the chapter’s focus, theoretical, empirical, or practical contribution, and relevance to AI in teacher preparation. Authors are encouraged to describe the intended audience for the chapter, the proposed structure or approach, and how the chapter contributes to current conversations surrounding AI, pedagogy, ethics, and teacher development.

Preference may be given to chapters that include practical implications for teacher educators, preservice teachers, in-service educators, or classroom implementation. Chapters that incorporate case studies, instructional models, reflective frameworks, classroom applications, or critical perspectives related to equity, ethics, and responsible AI integration are especially encouraged.

Timeline

  • Call for Chapters: July 6, 2026

  • Chapter Proposals Due: September 30, 2026

  • Proposal Acceptance Notifications: October 30, 2026

  • First Draft of Chapter Due: May 1, 2027

  • Reviewers Assigned: May 8, 2027

  • Reviews Due: June 8, 2027

  • Editorial Feedback Returned to Authors: July 1, 2027

  • Final Draft Due: August 1, 2027

  • Final Book Submitted to Publisher: October 30, 2027

  • Anticipated Publication Date: To be determined by the publisher following submission of the completed manuscript

  • Virtual Book Release: To be determined by the publisher following submission of the completed manuscript

Chapter Submission Process 

Authors of accepted proposals will be notified by October 30, 2026 about the status of their submission and will receive chapter guidelines, and next steps in the process.

Full chapters, ranging from 7,000 to 8,500 words and inclusive of the title page, abstract, main manuscript, and references, should be submitted as a Microsoft Word attachment by March 1, 2027. Manuscripts should be prepared in 12-point Times New Roman font, double-spaced, and should conform to APA 7th edition style guidelines. This must be submitted as a Word document. Please see Emerald’s Author Guidelines as well. Submissions may include up to five tables and five figures.

All submitted chapters will undergo a double-blind peer review process. Contributors may also be invited to serve as reviewers for the volume. There are no submission or acceptance fees associated with this edited volume.

Questions? 

For inquiries, please contact Lisa Delgado Brown [email protected] and Hillary Van Dyke [email protected].