Volume 1 Number 1 is now published online! Click here to access. 


The goal of the TDAJ is to provide an open-access platform for teacher development-specific evidence-informed articles which is published and can be read by the wider ELT community. For this, TDAJ requires both academic rigour and the use of accessible language to express ideas. TDAJ is a prime example of teacher development on its own: in addition to experienced researchers, we encourage new writers to reflect on their own practice and share ideas of good practice regarding teacher development topics; we provide writing and editing support where useful.


Each volume of the TDAJ may centre on a specific theme or themes, but overall, we welcome referenced articles which primarily focus on aspects of teacher development that can be categorised as:

  • 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 aim to follow this as a guideline for regular issues (not special issues).
1 January: Deadline to submit proposed abstract
1 February: Notification of acceptance
1 May: Draft 1 submitted to TDAJ
1 June: Reviewed draft sent to authors
1 July: Draft 2 submitted to TDAJ
Fall: Issue publication

  • Volume 2, Issue 1 (Fall 2021): Race & Queerness in ELT – In conjunction with the TDSIG/GISIG Web Carnival 2020, this issue centres these two aspects of our profession. Papers have been accepted and the call is closed. 
  • Volume 2, Issue 2 (Spring 2022): Taboo(ed) issues in ELT through the Lens of Critical Pedagogy – This special commissioned issue is now accepting proposals here.

We welcome submissions from first-time writers of this genre as well as those more experienced in being published.

Article Submission Guidelines

  1. A full style guide will be sent to all accepted authors.
  2. 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.
  3. Only one submission accepted per author per journal (this includes co-written articles).
  4. To keep anonymity during the reviewing process, please do not write your name when referring to your work in any part of the article. Please refer yourself as “author” in the article.
  5. Articles are accepted into two length categories excluding abstract, references, tables, and appendix:
    1. Shorter: 1500-2500 words
    2. Longer: 3500-5000 words
  6. Authors should follow the guidelines stated in the Publication Manual of the American Psychological Association, 7th Edition
  7. Images should be high resolution (at least 300 dpi) and be understood in grayscale.
  8. All communication will be done through [email protected].
  9. Authors do not have to be TDSIG members.

Ground for Resubmission, Review, or Rejection

  1. Failure to meet any of the submission guidelines
  2. Failure to comply to set deadlines
  3. Article deemed to lack sufficient academic rigour
  4. Focus is not adequately on teacher development within the chosen category
  5. Plagiarism
  6. Need for a balance of journal themes
  7. 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.