African Journal of Teacher Education and Development

ESTABLISHED

2021

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e-issn

2958-0986

issn

2958-8650

editorial team

Members of the Editorial Team

The African Journal of Teacher Education and Development (AJOTED) shall serve as a forum for scholars engaged in teachers’ preparation and continuing professional development from primary to secondary education level. AJOTED seek to publish evidence from rigorous research and investigation that identify and address issues confronting teacher education and development in the different education systems in Africa or from other countries with relevance to Africa. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth from poor communities, their families, and communities; program design and impact; selection, recruitment, and retention of teachers; local and national policy; accountability; routes to professional registration; and maintenance of competence. Within the fields of teacher education and development; research can focus on intellectual development; motivational development; procedural development; productivity improvement; role development; cultural development; management and leadership; professionalism; teacher morale; job satisfaction and motivation; communication; psychological/personal development; theoretical ideas and teaching suggestions; professional development initiatives for teachers in the Fourth Industrial Revolution.

This journal will have sections that will specialise on 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 masters 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; materials development for effective mathematics instruction.

LATEST ARTICLES

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Acknowledgement to reviewers 18th November 2024
Not required.
Editorial Office
Preparing pre-service teachers for Generation Alpha: A social innovation perspective 8th November 2024
Background: This era of exponential technological advancements makes us profoundly aware of the role that education must play to ensure that ‘humankind’ is not only able to live but thrive in a world challenged by environmental and social issues. Many of our pre-service teachers are digital natives. However, they will have to be taught to become […]
Shamala A. Naidoo
The practicality of long-term blended teaching and learning at a South African institution 11th October 2024
Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South […]
Musawenkosi D. Saurombe
Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills 8th October 2024
Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.Aim: The […]
Hamidu Ibrahim Bukari
The effect of dynamic geometry software use for teaching and learning Grade 11 circle geometry 27th September 2024
Background: Dynamic digital technologies (DDTs) are having an impact on children’s learning because they have the ability to improve learning while also addressing the issue of lack of interest and motivation. DDTs can also serve as a viable solution to the current crisis state of mathematics education in South Africa.Aim: The study examined how using GeoGebra dynamic […]
Sibonokuhle C. Ntshangase

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