Affirm Journal of Teacher Education
Teachers are known as academic leaders. Their role in modern education is not confined to lecturers. They are expected to conduct research, assessing students, and even perform administrative tasks. Therefore, it is of prime significance to prepare academic leaders who can lead the future generation and manage the complexity of the teaching career. Affirm Journal of Teacher Education is devoted to theories and practices in teacher education. The editorial board of the Affirm Journal of Teacher Education welcomes original articles, empirical studies, case studies, and review papers that meet the needs of teachers. At Affirm Journal of Teacher Education, we expect the researchers to abide rules of conducting ethical research. The accredited editorial board of Affirm Journal of Teacher Education will have a close look at every single manuscript sent to the journal and are sensitive to issues such as ghostwriting, unethical research practices, and inscrutable research reports. Affirm Journal of Teacher Education abides Principles of Transparency and Best Practice in Scholarly Publishing suggested by The Committee on Publication Ethics (COPE), the Directory of Open Access Journals (DOAJ), the Open Access Scholarly Publishers Association (OASPA), and Scopus.
Scope and Focus
Teachers' Assessment Literacy
Classroom Management
Curriculum Design
Local and National Policy
Program Design
Recruitment
Teaching Techniques
Teachers' Job Stress
Teachers' Performance
Theories in Teacher Education
Editor in chief
Logh
Abstracting and Indexing
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