Dear Teacher Educators and Educational Scientists,
All authors should ensure that their manuscript is not published in or submitted to any other journal. JTEE-Journal of Teacher Education and Educators possesses all rights of articles accepted for publication. Manuscripts must be uploaded to dergipark.gov.tr/jtee by using the direct link “http://dergipark.gov.tr/
Articles must be submitted to JTEE in “.doc” or “.docx” document type. Authors must follow the template that can be found at http://dergipark.gov.tr/download/journal-file/12709.
Authors must submit two types of document:
(1) Main Document: Authors must submit the manuscript without giving the current affiliation and full address/phone/fax/email details and ORCID ID for the blind review.
(2) Title Page: The title, the full name of each author with current affiliation and full address/phone/fax/email details and ORCID ID must be supplied on a separate paper. The corresponding author must upload this separate paper as ‘Supplementary File’. The title must be written in bold, centered, and 14 point fonts.
The submitted manuscipts are evaluated by the Editorial Board members to check the suitability of scope and genereal publishing rules in pre-review. Articles which are considered unacceptable according to the general publishing rules and scope 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 referees 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 referees 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.
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. 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 APA-6 format.
Each manuscript should contain:
Title Page: For the purposes of blind review, the title, the full name of each author with current affiliation and full address/phone/fax/email details and ORCID ID must be supplied on a separate paper. The corresponding author must upload this separate paper as ‘Supplementary File’. The title must be written in bold, centered, and 14 point fonts.
Typing: All text including headings, references, quotations, figure captions, and tables, must be typed in 11-point font and Times New Roman Style. Abstract must be written in font 10 and Times New Roman. The paper size must be A4 with 2,5mm margins.
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.
Style: For writing and editorial style, authors must follow the guidelines in the Publication Manual of the American Psychological Association (APA-6). Authors should number all text pages. Papers must be written in English. Authors should aim at an international audience, using a clear style and avoiding jargon. Acronyms, abbreviations and technical terms should be defined when they are first used.
Abstract and Keywords: All manuscripts must include an abstract and 3-5 keywords. Abstracts describing the essence of the manuscript must be 150-200 words.
Tables: Tables should be designed by considering APA-6 style. All tables must be explained for readers. Do not use te terms ‘below/above/following tables’. Refer to the name of the table when explanining it.
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.
Headings: Author(s) must organize their headings as follows: Heading Level 1: Teacher Education / Heading level 2: Teacher education / Heading level 3: Teacher education / Heading level 4: Teacher education
Authors must follow APA-6 for citations
1. Include an in-text citation when you refer to, summarize, paraphrase, or quote from another source.
2. For every in-text citation in your paper, there must be a corresponding entry in your reference list
3. When citing in text within an assignment, use the author/s (or editor/s) last name followed by the year of publication.
4. When using multiple authors’ names as part of your narrative, rather than in parentheses, always spell out the word and. For multiple authors’ names within a parenthetic citation, use &. For exaple, ‘Hoy and Miskel (2013) stated that …….’ or ‘It is stated that …… (Hoy & Miskel, 2013)’.
5. If a work has three (3), four (4) or five (5) authors, cite all authors the first time and from then on include only the last name of the first author followed by the words et al. (‘et al.’ is Latin for ‘and others’).
6. If a work has six (6) or more authors, cite only the last name of the first author followed by et al. each time you refer to this work.
1. The reference list is arranged in alphabetical order of the authors’ last names.
2. If there is more than one work by the same author, order them by publication date – oldest to newest (therefore a 2004 publication would appear before a 2008 publication).
3. Use “&” instead of “and” when listing multiple authors of a source.
4. The first line of the reference list entry is left-hand justified, while all subsequent lines are consistently indented.
5. Italicise the title of the book, the title of the journal/serial and the title of the web document.
6. Do not create separate lists for each type of information source. Books, articles, web documents, brochures, etc. are all arranged alphabetically in one list.
7. When there are eight or more authors, include the first six authors’ names and then use ellipsis points (…) before concluding with the last author’s name.
Examples for References:
Morrison, K. (1998). Management Theories for Educational Change. London: Paul Chapman Publishing.
Chapter in an Edited Book
Zeichner, K. (1982). Why bother with teacher induction? In G. Hall (Ed.), Beginning Teacher Induction: Five Dilemmas (pp.25-35). Austin, TX : University of Texas Research and Development Center forTeacher Education.
1. Author/s last name (surname) first, followed by initials.
2. Year of publication in brackets. (2012)
3. Title of article. Capitalise only the first word of the title and the subtitle, if any, and proper names. Use a colon (:) between the title and subtitle.
4. Title of the serial/journal in full in italics.
5. Volume number, in italics. Do not use “Vol.” before the number.
6. Issue number. This is bracketed immediately after the volume number but not italicised.
7. Month, season or other designation of publication if there is no volume or issue number.
8. Include all page numbers.
9. Include any Digital Object Identifiers [DOI].
Gokce, F. (2009). Behaviour of Turkish elementary school principals in the change process. Educational Management Administration & Leadership, 37(2), 198–215. DOI: 10.1177/1741143208100298
More than one Author
Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record,42(1), 18-23.
Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a research knowledge base: A development and renewal process. Upper Saddle River, New Jersey: Prentice Hall.
S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay
Schleppenbach, M., Perry, M., Miller, K. F., Sims, L., & Fang, G. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classroom. Journal of Educational Psychology, 99(2), 380-396.
Waqas, A., Bashir, U., Sattar, M.F., Abdullah, H.M., Hussain, I., Anjum, …, & Arshad. R. (2014). Factors influencing job satisfaction and its impact on job loyalty. International Journal of Learning & Development, 4(2), 141-161. URL: http://dx.doi.org/10.5296/ ijld.v4i2.6095
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 of Arkansas, Fayetteville.
Papers presented at Congress or Symposium :
MacColl, F., Ker, I., Huband, A., Veith, G., & Taylor, J. (2009, November 12-13). Minimising pedestrian-cyclist conflict on paths. Paper presented at the Seventh New Zealand Cycling Conference, New Plymouth, New Zealand. Retrieved from http://cyclingconf.org.nz/system/files/NZCyclingConf09_2A_MacColl_PedCycleConflicts.pdf
Williams, J., & Seary, K. (2010). Bridging the divide: Scaffolding the learning experiences of the mature age student. In J. Terrell (Ed.), Making the links: Learning, teaching and high quality student outcomes. Proceedings of the 9th Conference of the New Zealand Association of Bridging Educators (pp. 104-116). Wellington, New Zealand.
Ministry of Health. (2014). Ebola: Information for the public. Retrieved from http://www.health.govt.nz/your-health/conditions-and-treatments/diseases-and-illnesses/ebola-information-public