The Zimbabwe Journal of Teacher Education (ZJTE), an initiative of the University of Zimbabwe’s Faculty of Education, is a biannual academic journal committed to advancing research and discourse on teacher training, professional development, and educational leadership within Zimbabwe and across Africa. ZJTE is a platform for scholarly and practical exchange that seeks to bridge the gap between academic research, classroom practice, and policy formulation, aiming to enhance the quality and relevance of teacher education programmes nationally and regionally. ZJTE prioritizes studies that explore innovative pedagogical strategies, curriculum design for teacher education, policy frameworks, and the challenges facing educators in diverse and resource-constrained contexts. Interdisciplinary contributions linking teacher education to broader socio-economic or technological trends are also encouraged. Enquiries can be directed to the Editor-in-Chief through the following email addresses: zjte@uzlib.uz.ac.zw and hrrc@education.uz.ac.zw. ZJTE accepts article or paper submissions through the same email addresses during submission timelines defined by circulated calls for papers.
