The inside out of journal editing and peer review: A collective reflection on the Review of Education 's mentoring scheme for early career researchers
Fuente:
Wiley Open Access
Guardado en:
| Autores principales: | , , , , , , , , , , , , , , |
|---|---|
| Formato: | Artículo Open Access |
| Publicado: |
Wiley
2025
|
| Materias: | |
| Acceso en línea: | |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1867015946754850816 |
|---|---|
| author | Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang |
| author_facet | Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang |
| collection | Wiley Open Access |
| contents | The inside out of journal editing and peer review: A collective reflection on the Review of Education 's mentoring scheme for early career researchers Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang Review of Education Abstract Academic journals have an ethical obligation to equip and support the next generation of researchers to be active members of academia, including in journal peer review. Although the peer review system is regarded by some as ‘broken’, peer review remains a crucial mechanism for gatekeeping and researcher development. As a group of established and emerging educational researchers, we have benefited from constructive feedback and criticisms from journal editors and peer reviewers. At the same time, we acknowledge that peer review has been one of the sources of frustration for many researchers due to delays, unfavourable outcomes and unhelpful feedback. In this piece, we reflect collectively on our recent experience leading and participating in a mentoring scheme on journal editing and peer review for early career researchers. Our reflections shed light on some hidden aspects of journal editing and peer review, including constraints and challenges faced by editors and peer reviewers. In addition to emphasising the need to empower early career researchers to participate fully in journal peer review through intentional, hands‐on and sustained support, we advocate for a compassion‐based approach to journal editing and peer review that values empathy, mutual respect and a focus on researchers' emotional well‐being. 10.1002/rev3.70121 http://creativecommons.org/licenses/by/4.0/ |
| doi_str_mv | 10.1002/rev3.70121 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_rev3_70121 |
| institution | Wiley Open Access |
| license_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | The inside out of journal editing and peer review: A collective reflection on the Review of Education 's mentoring scheme for early career researchers Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang Review of Education The inside out of journal editing and peer review: A collective reflection on the Review of Education 's mentoring scheme for early career researchers Sin Wang Chong Nina Bergdahl Melissa Bond Amy Wai Yee Wong Jiayi Cen Nysha Chantel Givans Caroline Godfrey Xuechun Huang Durdona Karimova Yanghe Liu Alfred W. T. Lo Sasha McKoy Rebecca Tickell Zhen Yang Shishi Zhang Review of Education Abstract Academic journals have an ethical obligation to equip and support the next generation of researchers to be active members of academia, including in journal peer review. Although the peer review system is regarded by some as ‘broken’, peer review remains a crucial mechanism for gatekeeping and researcher development. As a group of established and emerging educational researchers, we have benefited from constructive feedback and criticisms from journal editors and peer reviewers. At the same time, we acknowledge that peer review has been one of the sources of frustration for many researchers due to delays, unfavourable outcomes and unhelpful feedback. In this piece, we reflect collectively on our recent experience leading and participating in a mentoring scheme on journal editing and peer review for early career researchers. Our reflections shed light on some hidden aspects of journal editing and peer review, including constraints and challenges faced by editors and peer reviewers. In addition to emphasising the need to empower early career researchers to participate fully in journal peer review through intentional, hands‐on and sustained support, we advocate for a compassion‐based approach to journal editing and peer review that values empathy, mutual respect and a focus on researchers' emotional well‐being. 10.1002/rev3.70121 http://creativecommons.org/licenses/by/4.0/ |
| title | The inside out of journal editing and peer review: A collective reflection on the Review of Education 's mentoring scheme for early career researchers |
| topic | Review of Education |
| url | https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.70121 |