International Journal of Teacher Education and Professional Development (IJTEPD)

International Journal of Teacher Education and Professional Development (IJTEPD)

Editor-in-Chief: Molly Y. Zhou (Dalton State College, USA)
Published: Semi-Annually |Established: 2018
ISSN: 2572-4878|EISSN: 2572-486X|DOI: 10.4018/IJTEPD

Description

The International Journal of Teacher Education and Professional Development (IJTEPD) invites quantitative and qualitative research and interdisciplinary studies in education, especially in teacher preparation, to include areas of assessment, technology, diversity, and cultural competency. By establishing an academic open discourse on this growing and vital profession, this journal provides a venue for educators, education professionals, and researchers to share emerging topics, issues, findings, and results concerning education and teacher preparation. Articles, reviews, and research projects included in the journal provide insights to the understanding of teaching and learning, and add new knowledge to enrich continued discussion on teaching as a profession.

Topics Covered

  • Accreditation
  • Assessment
  • Curriculum Development
  • Diversity
  • Educational Research
  • Educational Technology
  • Instructional Technology
  • Issues in Education
  • Teacher Education
  • Teacher Training
  • Teaching and Learning

Mission and Scope

The mission of the International Journal of Teacher Education and Professional Development (IJTEPD) is to offer important perspectives on teaching and learning and to provide a forum for teacher education in an international context. IJTEPD will bridge the discussion and dialogue of teaching as a profession together while integrating the theoretical, practical, and pedagogical discourse as the core to teaching and learning. The objectives of this journal will be to contribute to continued discussion on teacher education, to create a venue for teacher education professionals to share and learn together, and to provide a platform for open discussion of teaching and learning in an international context.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Volume 4: 2 Issues (2021): Forthcoming, Available for Pre-Order
Volume 3: 2 Issues (2020)
Volume 2: 2 Issues (2019)
Volume 1: 2 Issues (2018)
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Indices

Editorial Board

International Advisory Board
Denise De Souza, Nanyang Technological University, Singapore
Vishal Jain, Bharati Vidyapeeth's Institute of Computer Applications and Management (BVICAM), New Delhi, India ORCIDhttps://orcid.org/0000-0003-1126-7424
Rhonda Jeffries, University of South Carolina, United States
Karen Peel, University of Southern Queensland, Australia ORCIDhttps://orcid.org/0000-0003-1626-9525
Louise Starkey, Victoria University of Wellington, New Zealand
Associate Editors
David Brown, Dalton State College, United States
Nonofo Losike - Sedimo, University of Botswana, Botswana
Sarah Min, Dalton State College, United States
Noran Moffett, Fayetteville State University, United States ORCIDhttps://orcid.org/0000-0002-3007-9309
Christina Ramirez Smith, The University of the Bahamas, Bahamas ORCIDhttps://orcid.org/0000-0001-6599-768X
Editorial Review Board
Lukuman Bello, National Open University of Nigeria, Nigeria ORCIDhttps://orcid.org/0000-0001-5027-2846
Sandra Browning, University of Houston Clear Lake, United States
Lynda cavazos, Texas A&M Corpus Christi, United States
Sau Hou Chang, Indiana University Southeast, United States
Daniel Chatham, Middlebury Institute of International Studies at Monterey, United States ORCIDhttps://orcid.org/0000-0002-9306-9271
Inna Dolzhenko, University of North Texas, United States
Shekh Farid, Bangladesh Bureau of Statistics, Bangladesh ORCIDhttps://orcid.org/0000-0002-2826-8979
Charles Fink, Dalton State College, United States
Udita Gupta, University of Utah, United States
Amany Habib, University of West Florida, United States
Stella Hadjistassou, KIOS Research and Innovation Center of Excellence, Norway
Sandra Hardy, United States
Brian Hibbs, Dalton State College, United States
Marilyn Lanier, Fayetteville State University, United States
Boli Li, Chongqing Technology and Business University, China
Law Lok Kan, Delia Memorial School (Glee Path), Hong Kong
Nicole Luke, Brock University, Canada
Anisa Maskari, Training Specialist, Oman
Jim Prentzas, Democritus University of Thrace, Greece ORCIDhttps://orcid.org/0000-0002-9882-0351
Tony Richardson, University of the Sunshine Coast, Australia
Lucila Rudge, University of Auckland, United States
Dr.Manoj Singh, Mekelle University, Ethiopia
Marianna Vivitsou, Univeristy of Helsinki, Finland ORCIDhttps://orcid.org/0000-0002-3391-5851
Laurie Wellner, Northcentral University, United States
Cynthia B Wooten
Anne Yates, Victoria University of Wellington, New Zealand
Batchuluun Yembuu, Mongolian National University of Education, Mongolia
Guichun Zong, Kennesaw State University, United States

Submission

Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/. All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.

All inquiries should be directed to the attention of:

Molly Zhou
Dalton State College
mzhou@daltonstate.edu