Target Contributors

The journal invites submissions from a wide and diverse community of professionals engaged in shaping teaching and learning. Contributors will include:

• –Teachers from schools across boards and systems who engage in classroom innovations, action research, reflective practice, and evidence-informed teaching
• –Teacher educators working in universities, colleges of education, and training institutes
• –Researchers and scholars conducting empirical, conceptual, or theoretical work related to teacher learning, pedagogy, and school systems
• –School leaders and administrators who generate insights on organisational leadership, school culture, and instructional improvement
• –Policy professionals and policymakers who design teacher-related standards, frameworks, and systemic reforms
• –Professional development experts, teacher trainers, and consultants contributing practice-based knowledge from teacher capacity-building initiatives
• –International scholars offering comparative or cross-cultural perspectives on teacher education and professional development

By intentionally welcoming educators across roles and systems, the journal fosters a rich exchange of ideas grounded in both scholarly literature and lived professional experiences.