About the Journal

Journal of Teacher Development and Education (JTDED) is an international peer reviewed journal which aims to enhance and contribute knowledge related to education. JTDED (ISSN: 3023-5081) publishes research papers, reviews, and argumentative essays in the field of education. The scholarly articles published in (JTDED) would raise issues related to teacher education in various branches, open up discussions on these issues, and suggest different methods of handling the issues or solving the related problems. Additionally, it is expected that the studies published in JTDED would enhance the basis for timely discussions on the various subjects related to education and give direction to educational research and practices. JTDED provides DOI numbers to accepted articles and publishes them free of charge and with open access. JTDED is an international peer-reviewed journal published biannually in June and December. The peer review process (JTDED) uses the double-blind review method for all studies sent for publication.

Current Issue

Vol. 3 No. 1 (2025): June
View Vol. 3 No. 1 (2025): June
Published: 19.06.2025

Full Issue

Research Articles

  • Developing music-specific culturally responsive teaching professional development: an autoethnographic action research study

    Elizabeth Weikle, Drew Coles
    1-13
    DOI: https://doi.org/10.29329/journalted.40

  • Potential merits and demerits of generative artificial intelligence in higher education: Impressions from undergraduate students

    F. Sehkar Fayda-Kinik
    14-25
    DOI: https://doi.org/10.29329/journalted.42

  • A journey mapping qualitative analysis of primary education teachers’ professional leadership planning in Mongolia

    Javzandulam Batsaikhan, Tsog-Erdene Lkhagvadorj
    26-36
    DOI: https://doi.org/10.29329/journalted.43

  • Views on the goals and practices included in the guidance and psychological counseling services program

    Deniz Yıldırım Özbek, Abdurrahman Kılıç
    37-52
    DOI: https://doi.org/10.29329/journalted.39

  • Investigation of teachers' organizational silence levels

    Gülsüm Güvenç
    53-65
    DOI: https://doi.org/10.29329/journalted.36
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