African Journal of Teacher Education and Development

Aims & Scope

The African Journal of Teacher Education and Development (AJOTED) shall serve as a forum for scholars engaged in teachers' preparation and continuing professional development from primary to secondary education level. AJOTED seek to publish evidence from rigorous research and investigation that identify and address issues confronting teacher education and development in the different education systems in Africa or from other countries with relevance to Africa. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth from poor communities, their families, and communities; program design and impact; selection, recruitment, and retention of teachers; local and national policy; accountability; routes to professional registration; and maintenance of competence. Within the fields of teacher education and development; research can focus on intellectual development; motivational development; procedural development; productivity improvement; role development; cultural development; management and leadership; professionalism; teacher morale; job satisfaction and motivation; communication; psychological/personal development; theoretical ideas and teaching suggestions; professional development initiatives for teachers in the Fourth Industrial Revolution. This journal will have sections that will specialise on a subject/domain level, under the auspices of domain editors supported by domain editorial advisory boards: Mathematics : In this specialised domain, the journal aims to disseminate the various studies conducted by masters and doctoral students and other researchers from sub-Saharan Africa on mathematics professional education and development programs. The journal will therefore also cover research-based articles on mathematics teachers’ education and professional development; mentorship and teacher development; mathematics content for teacher development; practical instructional approaches in mathematics; online professional development initiatives for mathematics teachers; the Fourth Industrial Revolution and Mathematics Teacher’s development; materials development for effective mathematics instruction.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.

Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.