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.
Category
Focus & Scope