Guidelines for contributors: See here
A printer friendly version of this call for submissions can be found here.
Following several enquiries from contributors about late submission, the deadline has been extended to 21 November, 2022 to facilitate completion of works in preparation.
The Irish Journal of Education (IJE) is pleased to announce a call for submissions for papers for a special issue of the IJE that will showcase SCoTENS-funded research projects carried out in Northern Ireland and the Republic of Ireland in recent years.
SCoTENS is the Standing Conference on Teacher Education, North and South. It acts as a professional network of 24 colleges of education, university education departments, teaching councils, curriculum councils, education trade unions and education centres on the island of Ireland with a responsibility for, and interest in, teacher education.
Since its formation in 2003, SCoTENS has organised an annual conference for teachers and teacher educators. The network also funds a range of research-based initiatives with a view to establishing sustainable North-South partnerships and projects. These research projects are co-managed by at least one research institution in the North and one research institution in the South, and address a wide range of topics relevant to education in Ireland.
Recipients of grants for previous or ongoing SCoTENS-funded research are now invited to submit a paper to the IJE based on that research and presenting their findings. Full-length papers (between 3500 and 6500 words) and short papers (between 1500 and 2500 words) will be considered. Papers may report the findings of a well-designed qualitative, quantitative, or mixed-methods study, or present a high-quality literature review. All submissions should adhere to the IJE’s usual guidelines for contributions and use the template for submissions (please see the full guidelines and link to the template here).
Submissions should be sent by 7th November 2022 to email@example.com with the subject heading ‘SCoTENS submission’.
This special issue of the IJE is being produced by the Educational Research Centre (ERC) in collaboration with SCoTENS. The Irish Journal of Education has been published by the ERC since 1967. The ERC is an independent statutory agency of the Department of Education which has the dual functions of conducting and supporting independent research and evaluation; and the development and provision of tests and support for these tests to schools.