Manuscript Categories
The journal offers multiple pathways for contributors to share knowledge, ensuring that both academic scholarship and practice-based insights find representation. Manuscripts may fall under the following categories:
1. Research Articles
These present empirical studies - qualitative, quantitative, or mixed-methods - that contribute to deepening understanding of teacher learning, pedagogical processes, and educational systems. Research articles aim to expand theoretical perspectives or offer evidence that informs policy, practice, or future research.
2. Conceptual and Theoretical Papers
These manuscripts focus on synthesising existing literature, proposing new frameworks, or offering theoretical insights that challenge or advance current thinking in teacher education and schooling.
3. Practice-Based Reflections
This category provides teachers, school leaders, and teacher educators with a platform to share classroom innovations, reflective narratives, and insights from ongoing practice. These papers document real-world teaching and learning experiences and highlight the professional wisdom emerging from schools and training institutes.
4. Action Research and Practitioner Inquiries
The journal encourages teachers to publish their own classroom-based investigations. These papers illustrate how educators systematically study their practice, evaluate interventions, and use evidence to refine pedagogy.
5. Policy Analyses and Commentaries
These submissions offer critical reflections on educational policies, governance structures, and reforms influencing teacher development. Policy papers draw connections between systemic decisions and classroom realities, helping bridge the policy–practice divide.
6. Review Articles
Comprehensive reviews that synthesise scholarship across a particular domain of teacher education or learning sciences will be accepted. These papers help readers understand emerging trends, research gaps, and future directions.