Voices from the field

A platform for dialogue among educators, education leaders, researchers, policymakers & communities

Voices from the field (VFTF) provides a novel forum to hear from the readership of the Journal of Professional Capital and Community (JPCC). JPCC engages broadly, from scholars in higher education to teachers and administrators in schools to policymakers in communities.

Publishing in both audio and video formats, VFTF seeks to raise the voices of these stakeholders as they respond to the research, theories, and ideas raised in JPCC. We believe building networks of diverse perspectives and sustaining deliberation on critical educational issues is crucial for identifying our personal biases and areas of opportunity for growth in all forms of professional practice.

We are publishing pieces in VFTF on a rolling basis. If you are interested in contributing insight, experiences, and feedback in relation to scholarship published in JPCC, we invite you to send ideas and inquiries for a VFTF submission. Please include VFTF in the subject line.

The JPCC editorial team will also be inviting corresponding authors and practitioners to participate in real-time virtual forums to discuss the current relationships and future potential of their work.

Recent contributions to voices from the field


Episode 1: Global perspectives

For our first episode of VFTF we have created a collaboration between the JPCC special issue on Professionalism in the Pandemic and the International Congress for School Effectiveness and Improvement (ICSEI)

Find out more and listen to the podcast


Episode 2: Research for early career teachers

Lachlan Arundell provides an overview of his experience of research as a pre-service and early career teacher and outlines how research has supported and augmented his teaching practice.

Find out more and listen to the podcast

Calls for submissions

Practitioners contributing their insight, experiences, and feedback in relation to scholarship published in JPCC can do so in written, graphic/visual, audio, and/or video format(s). To foster faster and more accessible public conversations than traditional scholarly journal publications, submitted contributions will be internally reviewed by the JPCC editorial staff and published on this dedicated Voices From The Field landing page by Emerald Publishing as well as being promoted on Twitter.

Text-based and graphic contributions should be 1,000 words or less and no more than 10 pages in length, including images, tables, graphs and other visual material. Audio and video files should be a maximum of 10 minutes in length. Please send any questions to [email protected].

We welcome submissions for Voices from thefield on all articles in JPCC. In particular, we are highlighting the following articles for submissions:

Deadline: ongoing

suggested article

Pracademics in the pandemic: pedagogies and professionalism

This thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning.

The purpose of the paper is to highlight some of the tensions that have emerged and offer possible considerations to disrupt the status quo and catalyze transformation in public education during the pandemic and beyond.

suggested article

School leadership during a pandemic: navigating tensions

This paper explores, from the perspective of an Australian pracademic, how school leaders are navigating tensions during the global COVID-19 pandemic by looking to research as well as the author’s lived experience.

The author finds that school leaders are navigating the following: accountability and autonomy; equity and excellence; the individual and the collective and well-being and workload.

This paper offers insights into school leadership at all times but especially during times of crisis and during the COVID-19 pandemic.

Continue the conversation

If you would like to respond to Practitioner thoughts, please find us on Twitter @JPCCJournal or submit your own piece of content to the Voices from the Field project.