About the Journal

JOTTER: Journal of Teacher Training and Educational Research is a peer-reviewed scholarly journal that publishes original research articles, review articles, and conceptual or policy papers in the fields of teacher education, professional development, educational research, policy, and innovation. All manuscripts submitted to JOTTER undergo a rigorous double-blind peer-review process to ensure originality, academic quality, methodological soundness, and relevance to the field. The journal encourages innovative studies that contribute to theory, policy, and practice in teacher education and educational research. JOTTER is published three times a year by Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung. The journal is committed to open-access publishing and aims to make scholarly knowledge accessible to researchers, educators, students, policymakers, and the broader public. The journal provides a platform for researchers, teacher educators, academics, practitioners, policymakers, and postgraduate students to disseminate research findings, theoretical perspectives, and evidence-based practices that contribute to the advancement of education and teacher development.

JOTTER particularly welcomes manuscripts addressing teaching and learning practices, pre-service and in-service teacher education, curriculum and instructional innovation, educational technology, assessment, educational leadership, and policy development.

The journal welcomes submissions from Indonesia and other countries in the following areas:

1. Teacher Education and Professional Development

  • Pre-service teacher education and teacher preparation
  • In-service teacher training and continuing professional development
  • Reflective teaching and professional learning communities
  • Teacher competence, identity, wellbeing, and career development
  • Mentoring, coaching, supervision, and practicum programmes
  • Teacher education curriculum and programme evaluation
  • Teacher workforce development and education policy
  • Inclusive, multicultural, and culturally responsive teacher education

2. Teaching, Learning, and Instructional Innovation

  • Teaching methods, pedagogical models, and classroom practices
  • Curriculum design and instructional development
  • Assessment, evaluation, and learning outcomes
  • Student engagement, motivation, and learner-centred education
  • Literacy, numeracy, science, language, and social studies education
  • Blended learning, online learning, and mobile learning
  • Digital pedagogy and technology integration
  • Artificial intelligence and emerging technologies in education

3. Educational Research, Policy, and Leadership

  • Educational research methodology and research design
  • Education policy, governance, and institutional management
  • Educational leadership and school improvement
  • Learning analytics and data-driven decision-making
  • Quality assurance and accreditation in education
  • Comparative and international education
  • Equity, access, inclusion, and sustainability in education
  • Education reform and innovation initiatives

Types of Published Articles
JOTTER publishes the following article types:

1. Research Articles
Research articles report original empirical, conceptual, or methodological studies in teacher education and educational research. Manuscripts should include a clear research problem, literature review, methodology, findings, discussion, conclusion, and implications. The recommended manuscript length is up to 10,000 words, including references.

2. Review Articles
Review articles provide critical and systematic analyses of literature on significant issues in teacher education, learning, educational policy, technology, or related fields. Review manuscripts should identify current developments, research gaps, theoretical debates, and future research directions. The recommended length is up to 15,000 words, including references.

3. Conceptual or Policy Papers
Conceptual or policy papers discuss emerging issues, theoretical frameworks, policy developments, or innovative educational practices that have significant implications for teacher education and educational research.

All published articles must follow ethical research principles and comply with JOTTER’s author guidelines and publication standards.