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 2: 2 Issues (2019): Forthcoming, Available for Pre-Order
Volume 1: 2 Issues (2018)
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Editorial Board

International Advisory Board
Denise De Souza, Nanyang Technological University Singapore, Singapore
Vishal Jain, Bharati Vidyapeeth's Institute of Computer Applications and Management (BVICAM), New Delhi, India
Rhonda Jeffries, University of South Carolina, United States
Karen Peel, University of Southern Queensland, Australia
Louise Starkey, Victoria University of Wellington, New Zealand
Associate Editors
David Brown, Dalton State College, United States
Bill Lawless, Paine College, United States
Andrea Lewis, Spelman College, United States
Nonofo Losike - Sedimo, University of Botswana, Botswana
Sarah Min, Dalton State College, United States
Noran Moffett, Fayetteville State University, United States
Christina Ramirez Smith, The University of the Bahamas, Bahamas
David Vazquez, Pennsylvania Department of Education, United States
Editorial Review Board
lynda cavazos, United States
Sau Hou Chang, Indiana University Southeast, United States
Inna Dolzhenko, University of North Texas, United States
Charles Fink, Dalton State College, United States
Udita Gupta, University of Utah, United States
Amany Habib, University of West Florida, United States
sandra hardy, United States
Brian Hibbs, Dalton State College, United States
Marilyn Lanier, Fayetteville State University, United States
Boli Li, Federation University Australia/ Chongqing Technology and Business University, China, China
Law Lok Kan, Delia Memorial School (Glee Path), Hong Kong
Nicole Luke, Brock University, Canada
Anisa Maskari, Training Specialist, Oman
Tony Richardson, University of the Sunshine Coast, Australia
Anne Yates, Victoria University of Wellington, New Zealand
Batchuluun Yembuu, Mongolian National University of Education, Mongolia
Guichun Zong, Kennesaw State University

Submission

Authors are invited to submit their original manuscripts 6,000-10,000 words in length. Interested authors will consult the Journal’s guidelines for manuscript submissions at [the URL] prior to submission. All submitted articles will be reviewed on a double-blind review basis by 3 peer reviewer experts in the field. Authors will be notified about the review results in 3 months following a successful submission. All manuscripts must be submitted through the E-Editorial Discovery™ online submission manager: http://www.igi-global.com/submission/submit-manuscript

All submissions and inquiries should be directed to the attention of:

Molly Zhou
Dalton State College
mzhou@daltonstate.edu