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
Open Access Articles: Forthcoming
Volume 5: 2 Issues (2022): 0 Released, 2 Forthcoming
Volume 5: 2 Issues (2022): Forthcoming, Available for Pre-Order
Volume 4: 2 Issues (2021): 1 Released, 1 Forthcoming
Volume 4: 2 Issues (2021): Forthcoming, Available for Pre-Order
Volume 3: 2 Issues (2020)
Volume 3: 2 Issues (2020): Forthcoming, Available for Pre-Order
Volume 2: 2 Issues (2019)
Volume 2: 2 Issues (2019): Forthcoming, Available for Pre-Order
Volume 1: 2 Issues (2018)
Volume 1: 2 Issues (2018): Forthcoming, Available for Pre-Order
Indices
Editorial Board
- International Advisory Board
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Denise De Souza, Nanyang Technological University, Singapore
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Karen Peel, University of Southern Queensland, Australia
https://orcid.org/0000-0003-1626-9525 -
Louise Starkey, Victoria University of Wellington, New Zealand
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Rhonda Jeffries, University of South Carolina, United States
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Vishal Jain, Bharati Vidyapeeth's Institute of Computer Applications and Management (BVICAM), New Delhi, India
https://orcid.org/0000-0003-1126-7424
- Associate Editors
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Christina Ramirez Smith, The University of the Bahamas, United States
https://orcid.org/0000-0001-6599-768X
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David Brown, Dalton State College, United States
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Nonofo Losike - Sedimo, University of Botswana, Botswana
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Noran Moffett, Fayetteville State University, United States
https://orcid.org/0000-0002-3007-9309
-
Sarah Min, Dalton State College, United States
- Editorial Review Board
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Amany Habib, University of West Florida, United States
-
Anisa Maskari, Training Specialist, Oman
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Anne Yates, Victoria University of Wellington, New Zealand
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Batchuluun Yembuu, Mongolian National University of Education, Mongolia
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Boli Li, Chongqing Technology and Business University, China
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Brian Hibbs, Dalton State College, United States
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Charles Fink, Dalton State College, United States
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Cynthia B Wooten
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Daniel Chatham, Middlebury Institute of International Studies at Monterey, United States
https://orcid.org/0000-0002-9306-9271
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Dr.Manoj Singh, Mekelle University, Ethiopia
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Guichun Zong, Kennesaw State University, United States
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Inna Dolzhenko, Chicago State University, United States
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Jim Prentzas, Democritus University of Thrace, Greece
https://orcid.org/0000-0002-9882-0351
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Laurie Wellner, Colorado State University Global, United States
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Law Lok Kan, Delia Memorial School (Glee Path), Hong Kong
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Lucila Rudge, Gustavus Adolphus College, United States
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Lukuman Bello, National Open University of Nigeria, Nigeria
https://orcid.org/0000-0001-5027-2846
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Lynda cavazos, Texas A&M Corpus Christi, United States
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Marianna Vivitsou, Univeristy of Helsinki, Finland
https://orcid.org/0000-0002-3391-5851
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Marilyn Lanier, Fayetteville State University, United States
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Nicole Luke, Brock University, Canada
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Sandra Browning, University of Houston Clear Lake, United States
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Sau Hou Chang, Indiana University Southeast, United States
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Shekh Farid, Bangladesh Bureau of Statistics, Bangladesh
https://orcid.org/0000-0002-2826-8979
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Stella Hadjistassou, KIOS Research and Innovation Center of Excellence, Norway
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Tony Richardson, University of the Sunshine Coast, Australia
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Udita Gupta, University of Utah, 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 https://www.igi-global.com/publish/contributor-resources/journal-guidelines-for-submission/?titleid=178151 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