Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
Scopus, CABI, Educational Research Abstracts Online (ERA), The Central European Journal of Social Sciences and Humanities (CEJSH), Higher Education Abstracts
- 1996.01.03 - establishment of the Faculty of Education and Management (FEM);
- 2001.21.05 - birthday of Journal of Teacher Education and Training (JTET) - periodical of FEM;
- 2003.11-14.05 1st International JTET Conference "Sustainable Development. Culture. Education" (Daugavpils University, Latvia);
- 2003.01.07 - recognition of JTET from the Academy of Science of Latvia (Council of Science) and inclusion in the list of universally recognized peer-reviewed scientific editions;
- 2003 - establishment of the Institute of Susxtainable Education;
- 2005.22.05 - birthday of Baltic & Black Sea Region Consortium in Educational Research (BBCC) (University of Vechta, Germany);
- 2007.04 - change of the title to the Journal of Teacher Education for Sustainability (JTEFS), change in format, design, and frequency of journal.
INFORMATION FOR THE AUTHORS
Since May 2007, the title of the journal is the Journal of Teacher Education for Sustainability (JTEFS) that emphasizes the unique orientation of the journal and helps to mark the journal's special niche among other journals for teacher education.
Since 2007, two volumes of the journal are issued annually in spring (May-June) and autumn (November-December). December 15 and June 15 are deadlines for submitting the articles for spring and autumn volumes of journal.
We have successfully completed the first stage of journals' development, when the authors have tried to create different models how to integrate sustainability, sustainable development, education for sustainable development, and sustainable teacher education in their own peculiar research topics. As it was emphasized in UNESCO network meeting in Helsinki, May 2006, the new phase of work is just started - UNESCO Guidelines for Reorientation of Teacher Education to Address Sustainability have to be implemented in practice. Therefore, journal strives to publish the articles reflecting the research on bridging the intents, theory, and practice. The development of the theory is not yet fully accomplished and JTEFS will publish any valuable proposals in this regard, however, the priory will be given to the applied research based on ideology of action research and qualitative changes coming from the research.
Editorial Board of journal encourages the authors to read the UNESCO Guidelines before they conduct the research aimed for the submission for the reviewers of JTEFS. If you have any doubts about the appropriateness of your article for JTEFS, please, send the abstract or brief summary of idea (at least month before the submission of article) to the editor of JTEFS.
The journal will be of special interest to teacher training institutions and to those working on them. Target groups of the journal are members of staff (both teachers, administrators and researchers) working with teacher training and education matters, school administration, school teachers and other experts in the field of education. Master and doctoral students are also among the groups the journal intends to reach. THE CONTENT OF JOURNAL
Articles of JTET/JTEFS represent a wide scope of themes and research methodologies. The authors integrate the ideas about education for sustainable education (ESD), sustainability, and sustainable development (SD) in themes such as:
- Content and forms of teacher professional and academic education/further education;
- Professional and personal development of teachers, issues of self-education;
- Peculiarities of teachers' activities on different levels of education;
- Teachers and didactics;
- Curriculum issues related to teachers and teacher education;
- Teachers' views and attitudes toward environmental education, ESD, SD, sustainability;
- Organizational management;
- Psychological aspects of teachers' work, etc.
Other themes associated to the above or emerging ones will also be considered.
In terms of form and methodology of articles, JTEFS will cater for:
- Research or project reports dealing with teacher education and training;
- Teacher education program evaluations;
- Case studies of practice;
- Action research reports;
- Reports on teaching practice or techniques;
- Critiques of previously published papers or books, etc.
A balanced provision of information on matters of regional and international relevance will be provided.For further information on editorial aspects, please contact:
Prof. Anita Pipere
Journal of Teacher Education for Sustainability (JTEFS)
Institute of Sustainable Education
Faculty of Education and Management
1 Parades, Daugavpils, LV 5400
Astrida Skrinda (Daugavpils University, Latvia)
Alnis Stakle (Daugavpils University, Latvia)
Arthur Edwards (University of Colima, Mexico)
John Lee (University of the West of England, UK)
Joseph J. Miano (Tessedik Samuel College, Hungary)
Carol Fortino (University of Northern Colorado, USA)
Detlev Lindau-Bank (Vechta University, Germany)
Klaus-Dieter Scheer (Vechta University, Germany)
Ziole Zanotto Malhadas (Federal University of Parana, Brazil)
Gloria Durka (Fordham University, USA)
Ilga Salīte (Daugavpils University, Latvia)
Lorna Down (The University of the West Indies, Jamaica)
Marika Veisson (Tallinn University, Estonia)
Tuomo Jämsä (Joensuu University, Finland)
Ulla Härkönen (Joensuu University, Finland)
Pat Irwin (Rhodes University, South Africa)
George Euvrard (Rhodes University, South Africa)
Gyula Lakatos (University of Debrecen, Hungary)
Helen Gerretson (University of South Florida, USA)
Paul Pace (University of Malta, Malta)
Uladzimir Slabin (University of Oregon, USA)
Marion Jones (Liverpool John Moores University, UK)
Charles Hopkins (York University, Canada)
Rosalyn McKeown (University of Tennessee, USA)
Anders Breidlid (Oslo University College, Norway)
Christopher Drake (Living Values Education Program, Hong Kong)
Sirpa Tani (University of Helsinki, Finland)
Hannele Cantell (University of Helsinki, Finland)
Leena Graeffe (University of Helsinki, Finland)
Peter Schreiner (Comenius-Institut, Germany)
Roel Stemmer (ENVIRONET, The Netherlands)
Christopher Bezzina (University of Malta, Malta)
Siebren Miedema (VU University Amsterdam, The Netherlands)
Katrin Poom-Valickis (Tallinn University, Estonia)
Arthur Edwards (University of Colima, Mexico)
Reza Eslami-Somea (Shahid Beheshti University, Iran)