About Journal

Second Language Teacher Education (SLTE) is a peer-reviewed international forum devoted to research on the policy and practice of second language teacher education. SLTE welcomes studies which approach issues in teacher education from the perspectives of globalization, postcolonial debates, English as an international language (EIL), sociocultural theory, postmethod pedagogy, constructivist views, and critical applied linguistics. While being a forum for research situated in various international contexts, JSLTE also encourages submissions focused on teacher education in Asian and Iranian contexts. 

SLTE publishes studies with qualitative, quantitative or mixed methods designs. Hence, studies which report on data collected through interviews, narrative frames, observation, stimulated recall, reflective journals, think aloud, and focus groups in the context of second language teacher education, rather than teacher education in other fields, fall within the scope of SLTE.

The main issues of interest for publication in SLTE include, but are not limited to, the following topics:

Pre-service and in-service teacher education programs

Native/nonnative teachers

Teacher quality assessment

Teacher professional development

Supervision of teachers

Teacher cognition

Teacher perceptions and beliefs

Teacher reflection

Teacher autonomy

Teacher identity

Teacher action research

Technology in teacher education

Teacher knowledge base and expertise

Teacher language awareness

Teacher decision making and pedagogical reasoning

Critical pedagogy and teacher education

Teachers’ intercultural and pragmatic competence and instruction

Teachers’ community of practice

Teachers’ morality and ethics

Teacher education in the context of EIL/ELF

Sociocultural approaches to teacher education

Complex systems approaches to teacher education