Author Guidelines

Dear authors,

Please submit your manuscript via the submission system of DergiPark. You can click the link to initiate and track the progress of your submission.

Important Note: Manuscripts can only be submitted through the official submission system. Submissions sent via postal mail or email will not be considered for evaluation.

Please ensure that your manuscript is prepared according to the first-submission template. The template can be accessed [here]. Manuscripts that do not adhere to the template may be rejected before the editorial review process.

General Submission Rules

Manuscripts must be submitted in “.docx” format.

All submissions must comply with the author guidelines provided by JTEE.

Review articles should include the following sections: Introduction, Theoretical Framework/Contents, Conclusion, and References.

Research articles should include the following sections: Introduction, Theoretical Framework, Methodology, Findings, Discussion, Conclusion, and References.

Citations and references must adhere to the APA-7 format.

Required Submission Files

Your submission must include the following files:

1. Blind Manuscript – prepare according to the author guidelines and first-submission template, without any author affiliations.

2. Title Page – include current affiliations, full contact details (address, phone, and email), and ORCID IDs of all authors.

3. Cover Letter – explaine how your research or review aligns with the field of teacher education and the scope of the journal.

For any further inquiries, please refer to the journal’s submission guidelines or contact the editorial office.

Structuring the Blind Version of Manuscript File

Authors should prepare their manuscripts according to the template before uploading them to the system.

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.

All manuscripts must include an abstract and 3-5 keywords. Abstracts describing the essence of the manuscript must be 150-200 words.

Tables should be designed by considering APA-7 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.

All graphical images are termed as ‘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 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 (Bold, title case)

Heading level 2: Teacher education (Single-line indented, bold, sentence case)

Heading level 3: Teacher education (Single-line indented, bold, italicized, sentence case )

Heading level 4: Teacher education (Single-line indented, italicized, sentence case)

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 the title page in the first step of submission.

You can find a sample for the title page at here.

Citations

Authors must follow APA-7 for citations and references:

Include an in-text citation when you refer to, summarize, paraphrase, or quote from another source.

For every in-text citation in your paper, there must be a corresponding entry in your reference list.

Use the author(s)’ last name followed by the year of publication for in-text citations.

In narrative citations (within the text), use “and” to connect authors’ names. Example: Hoy and Miskel (2013) stated that…

In parenthetical citations, use “&” to connect authors’ names. Example: (Hoy & Miskel, 2013)

If a work has three or more authors, use only the first author’s last name followed by et al. in all in-text citations, even the first time you cite the work. Example: (Hoy et al., 2013) or Hoy et al. (2013) stated that…

References

The reference list should be arranged in alphabetical order by the first author’s last name.

If there is more than one work by the same author, list them in chronological order, from oldest to newest.

Use “&” instead of “and” when listing multiple authors in a reference list entry.

The first line of each reference entry is left-aligned, and all subsequent lines are indented using a hanging indent (1 cm).

Italicize the titles of books, journals, and web documents. However, journal article titles and book chapter titles are NOT italicized. 

All types of sources (books, journal articles, web documents, brochures, etc.) should be arranged alphabetically in a single reference list—not separated by type.

If a work has 20 or fewer authors, list all of them. If a work has 21 or more authors, list the first 19 authors, followed by an ellipsis (…), and then include the final author’s name (without an ampersand before the last author).

If available, always include the DOI as a clickable link (https://doi.org/xxxxx).

For serial/journal articles; (1) do not use “Vol.” before the number, (2) include all page numbers in full (e.g., 102–115, not 102-15).

Examples for References:

* Books

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

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. McKay.

* 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). University of Texas Research and Development Center for Teacher Education.

* Serial/Journal Articles

Gokce, F. (2009). Behaviour of Turkish elementary school principals in the change process. Educational Management Administration & Leadership, 37(2), 198–215. https://doi.org/10.1177/1741143208100298

Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 18–23. https://doi.org/10.1080/00228958.2005.10532080

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 classrooms. Journal of Educational Psychology, 99(2), 380–396. https://doi.org/10.1037/0022-0663.99.2.380

Waqas, A., Bashir, U., Sattar, M. F., Abdullah, H. M., Hussain, I., Anjum, W., Ali, M. A., & Arshad, R. (2014). Factors influencing job satisfaction and its impact on job loyalty. International Journal of Learning and Development, 4(2), 141–161. https://doi.org/10.5296/ijld.v4i2.6095

* Institutional Publication

United Nations Development Programme (UNDP). (2010). Human development statistical tables. Human development report. https://hdr.undp.org/content/human-development-report-2010 (If the report is available online, include the direct link to the source.)

* Thesis/Dissertation 

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

Published Dissertation (Database):
Linn, J. A. (2003). Active or avoidant: Two methods of resisting persuasion (Doctoral dissertation). University of Arkansas. ProQuest Dissertations & Theses Global.

Published Dissertation (Institutional Repository):
Linn, J. A. (2003). Active or avoidant: Two methods of resisting persuasion (Doctoral dissertation). University of Arkansas. https://[repository_url]

* Papers Presented at Congress or Symposium:

Unpublished Conference Paper (Not in Proceedings, Online)

MacColl, F., Ker, I., Huband, A., Veith, G., & Taylor, J. (2009, November 12–13). Minimising pedestrian-cyclist conflict on paths [Conference presentation]. Seventh New Zealand Cycling Conference, New Plymouth, New Zealand. https://cyclingconf.org.nz/system/files/NZCyclingConf09_2A_MacColl_PedCycleConflicts.pdf

Published Conference Paper (In Proceedings)

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 (pp. 104–116). Proceedings of the 9th Conference of the New Zealand Association of Bridging Educators, Wellington, New Zealand.

* Online Resources:

Ministry of Health. (2014). Ebola: Information for the public. https://www.health.govt.nz/your-health/conditions-and-treatments/diseases-and-illnesses/ebola-information-public