About the Journal

		Journal title	:	PPGPedia: Journal of Teacher and Professional Education
		Initials	:	PPGPEDIA
		Abbreviation	:	PPGPedia: J. Teach. Prof. Educ.
		Frequency	:	Semiannual (2 issues per year)
		DOI	:	https://doi.org/10.55681/aspirasidigital by Crossref
		Online ISSN	:	xxxx-xxxx
		Editor-in-Chief	:	Winda Eprilia, S.Pd.,Gr.,M.Pd
		Publisher	:	LPPM Institut Pendidikan Nusantara Global
		Citation Analysis	:	[Sinta] [Google Scholar]

PPGPedia: Journal of Teacher and Professional Education is an international, peer-reviewed, open-access journal dedicated to the scientific investigation, critical evaluation, and strategic advancement of teacher education, continuous professional development (CPD), and educator certification paradigms. The journal serves as a premier scholarly arena for examining the macro-level policies and micro-level instructional practices that shape teacher professionalization globally. By focusing on the transformation of pre-service teacher training, residency programs, and mid-career upskilling, PPGPedia aims to bridge the critical gap between advanced pedagogical theory, empirical educational research, and the real-world complexities of modern classroom teaching.

Scope and Topics

The journal welcomes high-quality original research articles, comparative policy analyses, and systematic reviews that offer profound insights into the teacher professional lifecycle. The scope encompasses, but is not limited to, the following thematic areas:

• Pre-service & Initial Teacher Education: Curriculum design for teacher training institutions, practicum and school-residency models, reflective teaching practices, and the integration of pedagogical content knowledge (PCK).

• Teacher Certification & Professional Standards: National and international certification frameworks, competency-based assessments for educators, teacher recruitment standards, and quality assurance in professional education.

• Continuous Professional Development (CPD): In-service training models, professional learning communities (PLCs), action research (PTK) methodologies, and lifelong learning frameworks for educators.

• Educational Leadership & Teacher Agency: Teacher leadership roles, professional identity construction, pedagogical agency under structural educational reforms, and well-being/burnout mitigation strategies.

• Digital Literacy & Technological Pedagogical Content Knowledge (TPACK): Enhancing teachers' digital competencies, AI-driven instructional training, and modern technology integration within professional teacher curricula.

Publication Frequency

PPGPedia is published semi-annually (2 issues per year), released systematically in June and December. The journal utilizes an optimized digital publishing schedule to ensure the rapid and continuous dissemination of peer-validated research to global teacher-training ecosystems.

Peer Review Process

To safeguard objective evaluation and maintain the highest benchmarks of academic integrity, PPGPedia implements a strict Double-blind Peer Review framework. Every submitted manuscript undergoes an initial editorial desk screening for scope alignment, structural compliance, and originality. Qualified submissions are subsequently assigned to a minimum of two independent, external peer experts specializing in teacher education, curriculum development, and professional pedagogy. The final publishing determination rests with the editorial board based on reviewer consensus.

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Mission Statement: "The mission of PPGPedia is to drive global excellence in education by fostering a transformative, evidence-based dialogue on teacher professionalization. The journal is committed to providing an unrestricted open-access platform that equips teacher educators, academic researchers, school leaders, and national policymakers with the analytical frameworks and empirical insights necessary to cultivate highly competent, resilient, and future-ready teaching forces worldwide."