With great pride and excitement, we want to announce the launch of the African Journal of Teacher Education and Development.
The African Journal of Teacher Education and Development (AJOTED) will serve as a forum for scholars engaged in teachers’ preparation and continuing professional development from primary to secondary education level. AJOTED seeks to publish evidence from rigorous research and investigations that identify and address issues confronting teaching, teacher education and development in the different education systems in Africa or from other countries with relevance to Africa. Read more…https://bit.ly/3qBupIq.
This journal will have sections specialising at a subject/domain level, under the auspices of domain editors supported by domain editorial advisory boards:
- Mathematics: In this specialised domain, the journal aims to disseminate the various studies conducted by master’s and doctoral students and other researchers from sub-Saharan Africa on mathematics professional education and development programs. The journal will therefore also cover research-based articles on mathematics teachers’ education and professional development; mentorship and teacher development; mathematics content for teacher development; practical instructional approaches in mathematics; online professional development initiatives for mathematics teachers; the Fourth Industrial Revolution and Mathematics Teacher’s development; and materials development for effective mathematics instruction.
The journal has a double-blinded peer review process. Manuscripts are initially examined by editorial staff and are sent by the Editor-in-Chief to two expert independent reviewers, either directly or by a Section Editor. Read our full peer review process.
For more information, please visit the ajoted.org.