English Language Teacher Education and Development (ELTED) Journal (ISSN 1365-3741) is a well-established, open access, peer-reviewed journal for the worldwide ELT/TESOL community. ELTED Journal seeks to provide a forum for the exchange of ideas and information on issues pertaining to English language teacher education (i.e., teacher training and teacher development). The journal is managed by scholars and research students from the University of Warwick and the University of Edinburgh in partnership.
 
ELTED Journal…

• welcomes contributions which examine English language teacher education (e.g., pre-service, undergraduate, postgraduate) and/or continuing professional development (e.g., self-directed, in-service, CPD courses), particularly from underrepresented contexts and regions around the world.
• encourages authors to include two abstracts: one in a language of their choice and another one in English (support can be provided if required).
• encourages authors to refer to authors from specific national contexts as well as international journals, including referencing publications written in any languages.

 
Areas of interest:

• Theory and practice of teacher education and development
• Design, development and evaluation of ELT teacher education initiatives and programmes
• Participatory and teacher-led approaches to teacher development and enquiry (e.g., action research, lesson study, exploratory practice, etc.)
• Specific aspects of teacher education practice (e.g., teacher observation, mentoring, teacher appraisal, etc.)
• Success stories from the classroom with implications for teacher education
• Conceptual papers and position pieces on teacher education
• Other areas of relevance to ELT teacher education