Second Language Teacher Education Journal (SLTE) established in 2020 is a biannual, peer reviewed and refereed professional journal run by the Iran Language Institute (ILI). SLTE has been accredited the scientific ranking by the Ministry of Culture and Islamic Guidance. SLTE fosters inquiry into teacher education by providing a forum to share their research findings and explore ideas and relationships in the field. The scope of the journal includes papers in broad theoretical and methodological contexts emphasizing the following subjects: language teacher roles and skills, awareness and attitudes of language teachers, autonomy and authority of language teachers, observation of EFL classes, manual and electronic data collection procedure in observation, pre-observation and post-observation conference, mitigation in supervision, language teacher evaluation, supervising pre-service and in-service language teachers, and paradigm shift in language teacher supervision.
SLTE welcomes full research article submissions. Papers submitted to this journal should not have been previously published elsewhere and may not simultaneously be submitted to another journal to be considered for publication. Furthermore, the journal strictly follows the publication ethics and it is expected of authors, reviewers and editors that they follow the best-practice guidelines on ethical behavior.