Submissions

Original Research Article

This section publishes original empirical studies in the field of teacher education and professional development. Manuscripts submitted to this section must present clear research problems, relevant theoretical or empirical grounding, rigorous methodology, systematic data analysis, and evidence-based conclusions.

Original Research Articles may use quantitative, qualitative, mixed-methods, design-based, classroom-based, policy-oriented, comparative, or evaluative research designs, provided that the design is appropriate to the research objectives and clearly justified. Submissions should make a substantive contribution to knowledge, policy, or practice in teacher education, teacher professional learning, pedagogy, curriculum, assessment, mentoring, supervision, digital pedagogy, inclusive education, or related areas within the journal’s scope.

Manuscripts in this section must normally include the following components: title, abstract, keywords, introduction, literature review or theoretical framework where appropriate, methods, results and discussion, conclusion, recommendations or implications, acknowledgements where applicable, funding information, conflict of interest statement, ethical approval or informed consent statement where applicable, data availability statement, and references.

All submissions must be original, unpublished, and not under consideration elsewhere. Empirical studies involving human participants must comply with relevant ethical standards, including informed consent, confidentiality, and responsible data reporting. Manuscripts are subject to initial editorial screening, plagiarism checking, and double-blind peer review before an editorial decision is made.

Review Articles

This section publishes scholarly review articles that critically examine, synthesise, and evaluate existing literature in the field of teacher education and professional development. Review Articles should not merely summarise previous studies; they must offer a clear analytical contribution by identifying patterns, debates, theoretical developments, methodological tendencies, research gaps, or implications for future research, policy, and practice.

Submissions may take the form of systematic literature reviews, scoping reviews, integrative reviews, narrative reviews with a clearly justified scholarly approach, meta-syntheses, or other review designs appropriate to the research question. Authors must clearly describe the review purpose, source selection strategy, eligibility criteria, search process, analytical procedure, and the basis on which conclusions are drawn. Where applicable, authors are encouraged to use transparent reporting procedures and recognised review protocols.

Review Articles should be directly relevant to the journal’s scope, including but not limited to pre-service teacher education, in-service teacher professional development, teacher competence and professionalism, teacher identity, pedagogy and instructional practice, mentoring and supervision, teacher leadership, digital pedagogy, inclusive and culturally responsive teacher education, teacher education policy, and comparative teacher education studies.

Manuscripts in this section must normally include the following components: title, abstract, keywords, introduction, review method or literature selection procedure, results and discussion or thematic synthesis, conclusion, recommendations or implications, acknowledgements where applicable, funding information, conflict of interest statement, data availability statement where applicable, and references.

All submissions must be original, unpublished, and not under consideration elsewhere. Manuscripts are subject to initial editorial screening, plagiarism checking, and double-blind peer review before an editorial decision is made.

Conceptual Paper

Conceptual Paper

This section publishes original conceptual papers that develop, refine, critique, or extend concepts, theories, models, frameworks, or scholarly arguments in the field of teacher education and professional development. Conceptual Papers should offer a clear intellectual contribution by advancing theoretical understanding, clarifying important concepts, proposing an analytical framework, or reinterpreting existing knowledge in a way that is relevant to teacher education scholarship and practice.

Submissions to this section must be grounded in credible and relevant scholarly literature. A Conceptual Paper is not expected to report empirical data, but it must demonstrate conceptual rigour, logical coherence, theoretical relevance, and a well-structured argument. Authors should clearly explain the problem or conceptual issue being addressed, the scholarly basis of the argument, the analytical approach used to engage with the literature, and the contribution of the paper to teacher education and professional development.

Suitable topics include, but are not limited to, teacher professionalism, teacher identity, pedagogical competence, reflective practice, teacher learning, professional development models, mentoring and supervision, teacher leadership, digital pedagogy, inclusive and culturally responsive teacher education, curriculum and assessment in teacher education, and policy or governance issues affecting teacher preparation and professional learning.

Manuscripts in this section must normally include the following components: title, abstract, keywords, introduction, conceptual or theoretical foundation, analytical discussion, proposed framework or conceptual contribution where appropriate, conclusion, recommendations or implications, acknowledgements where applicable, funding information, conflict of interest statement, data availability statement where applicable, and references.

All submissions must be original, unpublished, and not under consideration elsewhere. Manuscripts are subject to initial editorial screening, plagiarism checking, and double-blind peer review before an editorial decision is made.