Our TDSIG community has identified a gap in open-access teacher development-focused publications: one which values a more academic approach and perspective. The editorial mission of TDAJ is to publish research and discussion regarding teacher development. TDAJ is designed to support teachers reflecting upon their own practice and disseminating their ideas of good practice among the wider ELT community. The TDAJ will seek to encourage a degree of academic rigour and thoroughness to the process of evidence gathering and conclusion-reaching within the teacher’s own context.
TDAJ welcomes referenced articles which primarily focus on aspects of teacher development involved in one of the following categories :
- Bottom-up Teacher Development (e.g. lesson observations, personalized professional development plans, teacher empowerment, etc.)
- Teacher Identity (i.e. how teachers’ beliefs/attitudes and different identities affect teacher development and teaching)
- Teacher as researcher (i.e. ways in which research can be a teacher development tool)
- Mentoring (e.g. Induction/orientation programs, mentoring novice/experienced teachers)
- Pedagogies (e.g. developing inclusive, critical, etc. pedagogy into one’s practice)
We are working on a special timeline for Volume 2. Please stay tuned.
We look forward to your ideas! To see if they may fit into in the next volume, please begin by sending a title and abstract through this Call for Papers submission link. From this point, you will be asked to submit your draft article (see Timeline on this page for details). We welcome submissions from first-time writers of this genre as well as those more experienced in being published.
NOTE: THIS WILL SOON BE UPDATED FOR VOLUME 2.
Article Submission Guidelines
- Articles should not exceed 5,000 words excluding references, tables, appendix. Please indicate a word count at the end of your article. TDAJ does not publish previously published articles or the articles under review by other journals. After submission to TDAJ, the authors are asked to refrain from sending their papers to a different journal until a publication decision is made.
- Only one submission accepted per author per journal (this includes co-written articles).
- To keep anonymity during the reviewing process, please do not write your name when referring to your piece of work in any part of the article. Please refer yourself as “author” in the article.
- Word Document template with standard font and spacing is provided to all writers.
- Authors must state which of the five journal themes that their article primarily addresses.
- An abstract (maximum 100 words) and sub-headings are required.
- Authors should follow the guidelines stated in the Publication Manual of the American Psychological Association, 6th+ Edition.
- Images should be of a high resolution (at least 300 dpi).
- Biographical note (maximum 50 words) is required.
- Submissions will be by email attachment to [email protected].
- Authors do not have to be TDSIG members.
Ground for Resubmission, Review, or Rejection
- Failure to meet any of the submission guidelines
- Failure to comply to set deadlines
- Article deemed to lack sufficient academic rigour
- Focus is not adequately on teacher development within the chosen category
- Need for a balance of journal themes
- Failure to appropriately address revisions suggested by the editors
* In certain cases, articles may be selected for future journal issues for varying reasons and authors will be notified of this case.The TDSIG Editorial Committee (see below) reserves the right to make any final decisions on articles included in the TDAJ.
Editorial & Publishing Policy
There are no barriers to participation; this is intended to be as inclusive a publication as possible with submissions accepted and worked through from a range of different types of teacher.
All submissions are reviewed by the TDAJ Editorial Committee (members of the TDSIG Committee) and external reviewers. If you are a TDSIG member and interested in being a reviewer, please email [email protected].
Copyright for whole issue IATEFL 2020. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail and online editions as well as on our websites.
Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a particular article should be sent to the relevant contributor and not IATEFL.
Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere.
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Any questions or requests for more information about the submission process should be emailed to [email protected] with TDAJ as the subject line.
Views expressed in the Teacher Development Academic Journal (TDAJ) are not necessarily those of the editor(s), of the IATEFL Teacher Development Special Interest Group or its staff or trustees.