Aim and Scope

In LTER, we aim to publish high-quality papers about language teacher education and development at all levels, reporting on the practice, policy, and research in the field. We welcome empirical, conceptual, and practical articles that can add to the current literature on pre-service and in-service language teacher education and development across a wide range of contexts. We invite qualitative, quantitative, or mixed-methods studies, which are methodologically rigorous and have significant practical implications for the journal’s international audience, including language teachers, teacher educators, and researchers.

 

Therefore, the main areas of interest of this journal include, but are not limited to:

·       Language teachers and teacher educators’ beliefs, attitudes, and cognition

·       Language teachers’ and teacher educators’ autoethnographies, life histories, and personal practical knowledge

·       Language teachers’ and teacher educators’ professionalism and expertise

·       Language teachers’ and teacher educators’ identity and agency

·       Language teachers’ and teacher educators’ well-being, values, motivations, and resilience

·       Language teachers’ and teacher educators’ evaluation and professional development

·       Language teachers’ coaching and mentoring

·       Language teachers’ and teacher educators’ reflective practice

·       Technology and language teacher education

·       Classroom discourse and interactional architecture