General Information

Dear Teacher Educators and Educational Scientists,

All authors should ensure that their submitted article is not published in any other journal or sent for publication to any other journal. JTEE-Journal of Teacher Education and Educators possesses all rights of articles accepted for publication. Articles are evaluated as online submissions sent to the e-mail address:

Authors should submit two copies of the article, one of them the original copy with authors’ names, surnames, and address information and the other one for referees without any information about authors. Authors’ contact information must be given as a footnote at the end of the first page of the original copy.

Conformity of submitted articles to the general publishing rules of JTEE is evaluated by Editorial Board members. Articles which are considered unacceptable according to the general publishing rules of JTEE will be returned to the author without the assessment of the referees.

Articles submitted to the journal are subject to double blind peer review. If two refrees do not come to an agreement on an article, that article is sent to a third refree for evaluation. And if an article is sent to more than two refrees for evaluation, a consensus is needed. Referees are chosen from the members of the board of scholars or from the academic staff of universities. For an article to be published, the referees’ positive views are necessary.

Authors who have received recommendations for changes in their articles must make the necessary changes in accordance with the referees’ recommendations. Authors must indicate the changes in the form of a report, indicating page, paragraph and line. Authors also should indicate the unchanged parts with their reasons.

If the recommendations by the referees are not accepted, the author/s may withdraw the article. In such a case, the Editorial Board is also fully entitled to send the article back to the author or to send it to another referee. Communication between the author and the referee is made only by the Editorial Board. Unless indicated, the Editorial Board makes and continues contact with the first author.

After the referees’ recommendations have been made and the necessary changes have been indicated, the articles and the reports indicating the changes must be sent to the e-mail address:

JTEE-Journal of Teacher Education and Educators publish only the articles prepared in accordance with the general publishing rules of the Journal and approved by the Editorial Board. If the article is published, the author/s will receive a copy of the issue free of charge.
JTEE welcomes submissions from both experienced authors and those early in their article writing experience.

Articles submitted to JTEE are supposed be structured according to their being review or research articles.

Review articles are supposed to include ‘Introduction’, ‘Theoretical Framework/Contents’, ‘Conclusion’ and ‘References’ sections.

Research articles are supposed to include ‘Introduction’, ‘Method’, ‘Findings/Results’, ‘Discussion’, ‘Conclusion’ and ‘References’ sections.

In terms of style, please follow the guidelines below.

Each manuscript should contain:

Title Page: with full title and subtitle (if any). For the purposes of blind refereeing, the full name of each author with current affiliation and full address/phone/fax/email details should be supplied on a separate sheet. The title should be written in Bold Caps, centered using 14 point fonts.

Typing: All text, including title, headings, references, quotations, figure captions, and tables, must be typed in 12-point font and Times New Roman Style. The paper size must be A4 with 25mm margins. The text should be justified, and 1,5 spaced throughout.

Length: A manuscript, including all references, tables, and figures, should be between 6000-8000 words. Submissions exceeding this limit may not be accepted for review. Authors should include tables and figures at the end of the text, on separate pages.

Style: For writing and editorial style, authors must follow the guidelines in the Publication Manual of the American Psychological Association (APA). Authors should number all text pages. Papers must be written in English or Turkish. Authors should aim at an international audience, using a clear style and avoiding jargon. They must therefore explain, in terms aimed at an international audience, points that might otherwise only be understood within their own education system. Acronyms, abbreviations and technical terms should be defined when they are first used. Do not indent at the start of a new paragraph; instead, leave one line between each paragraph, and at least two lines between each (sub) section and the text.

Abstract and Key words: all general and research manuscripts must include an abstract and a few keywords. Abstracts describing the essence of the manuscript must not exceed 150 words. Authors should select up to 5 key words.

Tables: Tables should be typed on separate pages and their positions indicated by a marginal note in the text. All tables should have short descriptive captions with footnotes and their source(s) typed below the tables.

Illustrations: all graphical images are termed ‘Figures’ and should be referred to as such in the manuscript. They should be numbered consecutively. Graphical images should be presented in a form suitable for immediate reproduction. Authors should include illustrations at the end of the text. Authors are responsible for obtaining permission from copyright holders for reproduction of any illustrations, tables, or lengthy quotations previously published elsewhere.

References: the styles indicated below must be followed exactly by authors.

Every citation should have a reference and every reference should be cited.

Use ampersands in multiple references (e.g. Zeichner, Goodall, Chapman), but in the text put first author et al. (e.g. Zeichner et al.)

Do not use bold type, underlining or quotation marks in references.

Examples for References:

Yüksel, S. (2010). Türk Üniversitelerinde Eğitim Fakülteleri ve Öğretmen Yetiştirme. Ankara: PegemA Yayıncılık

Morrison, K. (1998). Management Theories for Educational Change. London: Paul Chapman Publishing.

Chapter in Book
Zeichner, K. (1982). Why bother with teacher induction? In G. Hall (Ed.), Beginning
Teacher Induction: Five Dilemmas(pp.25-35). Austin,TX:University ofTexas Research and Development Center for Teacher Education.

One Author
Gokce, F. (2009). Behaviour of turkish elementary school principals in the change process.
Educational Management Administration & Leadership, 37(2), 198–215.

Seferoğlu, S. S. (2004). Öğretmen adaylarının öğretmen yeterlilikleri açısından kendilerini değerlendirmeleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 131-140.

More than one Author
Chapman, C., Lindsay, G., Muijs, D., Haris, A., Arweck E., & Goodall, J. (2010). Governance, leadership, and management in federations of schools. School Effectiveness and School Improvement, 21(1), 53–74.

Institutional Publication
TÜSİAD (2010). 2050’ye Doğru Nüfusbilim ve Yönetim: Eğitim Sistemine Bakış. İstanbul: Türk Sanayici ve İşadamları Derneği ve Birleşmiş Milletler Nüfus Fonu. Yayın No: 506.

UNDP, (2010). “Human Development Statistical Tables”, Human Development Report. New York: UNDP

Linn, J.A. (2003). Active or avoidant: Two methods of resisting persuasion. (Unpublished doctoral dissertation).University ofArkansas,Fayetteville.

Ekinci, C. E. (1999). Hacettepe ve erciyes üniversiteleri öğrencilerinin yükseköğretimin finansmanına ilişkin görüşlerinin öğrencilerin sosyoekonomik özellikleri temelinde değerlendirilmesi (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.

Papers presented at Congress or Symposium :
Kavak, Y. (2011). Türkiye’de yükseköğretimde büyüme: yakın geçmişe bakış ve uzun vadeli (2010-50) büyüme projeksiyonları. Çalışma uluslararası yükseköğretim kongresinde sözlü bildiri olarak sunulmuştur. İstanbul, Türkiye, 27-29 Mayıs.

Laksmana, C. M. (2010). Understanding women education with reference to professional and higher education in ındia’. Paper presented at the international conference on women education for empowerment organized by the ımmaculate college of women for education, Puduchery, Tamil Nadu, India, 5th to 6th February.

Online Resources:
Goddard, R.D. & Goddard, Y.L. (2001). A Multilevel Analysis of TheRelationship Between Teacher and Collective Efficacy in Urban Schools. Teaching and Teacher Education, 17, 807–818, Retrieved from 12.10.2009

TBMM, (2011)., adresinden 01.08. 2011 tarihinde indirilmiştir.