Second Language Teacher Education (SLTE)

Second Language Teacher Education (SLTE) is a peer-reviewed international forum devoted to research on the policy and practice of second language teacher education. 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 submissions 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. SLTE encourages submissions on teacher education in various international contexts and publishes studies with a quantitative, qualitative, or mixed-methods design. Hence, studies which report on data collected through surveys, interviews, narrative frames, observations, 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. In addition, SLTE publishes invited feature articles, state of the art articles, and meta-analysis and synthesis studies focused on language teacher education. Pre-service and in-service language teacher education programs Native/nonnative second and heritage language teachers Language teacher quality assessment and supervision of language teachers Language teacher professional development and community of practice (COP) Language teacher cognition and beliefs Language teacher autonomy and agency Language teacher reflection and action research Language teacher identity and identity tensions Language teacher motivation, demotivation, and burnout Technology in language teacher education and teacher TPACK Language teacher knowledge base and expertise Language teacher language awareness Language teacher decision making and pedagogical reasoning

Second Language Teacher Education (SLTE) is :-

• International, Peer-Reviewed, Open Access, Refereed, Applied Linguistics, Language Pedagogy, Teacher Education, English as an International Language (EIL), Sociocultural Theory, Critical Applied Linguistics, Teacher Cognition, Identity Studies, Language Assessment, Technology in Education, Educational Psychology, Global Englishes, Intercultural Communication , Online or Print , Bi-Annual Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 2752-4655, E-ISSN: 2752-4663, Established: 2022,
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE