TETFLE Peer Review Process

All research articles submitted to the TETFLE journal have undergone rigorous peer review, which involves initial editors’ screening. Reviewers are selected based on the paper focus. They are requested to complete an evaluation report that contains both a score sheet and a brief written report on the suitability of the article for publication in the journal. This is a blind-review process and all reviewers are experts in their fields. Reviewers are obliged to follow the COPE Ethical Guidelines for Peer Reviewers. In a rare case of manipulation during the peer review process, TETFLE follows COPE’s guidelines on dealing with such misconduct and manipulation.

No editorial consideration will be given to manuscripts that have been published previously or are under consideration for publication elsewhere. The journal requests authors to submit a letter to this effect. Papers will also be submitted to the Turnitin process before they are finally accepted for publication.

Authors are requested to avoid self-identification in the manuscript to be sent to reviewers to preserve the advantages of anonymous peer review. The final decision to accept, rework or reject a paper is based on the reviewers’ feedback, coupled with the editors’ experience.

The criteria for evaluating an article include the following:

  1. Importance of article or its relevance and appeal to the distance teacher education community
  2. Original and independent contribution
  3. Presentation and readability
  4. Statement of problem(s), aim(s) or objective(s)
  5. Theoretical basis or framework, literature review or clarification of concepts
  6. Research design and method, and data analysis and presentation of findings
  7. Clear, cohesive and logical line of argument
  8. Contribution to knowledge
  9. Contribution to practice
  10. Recommendations

Based on the evaluation, reviewers are requested to suggest if the paper should be accepted as a full article or as a country report.