About the Journal

Teacher Didactics and Classroom Research Journal (TDCRJ) is a peer-reviewed, open-access journal dedicated to publishing high-quality research, theoretical studies, and innovative practices in the fields of didactics, pedagogy, and teacher education. TDCRJ focuses on reflective, evidence-based, and contextually relevant teaching practices in primary and secondary education.

The journal provides a platform for teachers, educators, and researchers to share their classroom experiences, innovative teaching strategies, educational technology integration, and inclusive learning approaches. TDCRJ especially encourages submissions based on classroom action research (CAR) conducted by teachers and educational practitioners.

Aims and Objectives:

To provide a platform for sharing evidence-based teaching innovations.
To support teacher-conducted classroom research for professional development.
To disseminate knowledge that bridges theory and classroom practice.
To foster collaboration between teachers, researchers, and educational institutions.

Key Features:

Open-access and peer-reviewed
Emphasis on reflective and practical teaching strategies
Focus on classroom improvement, innovation, and inclusivity
Suitable for national and international readers

Tagline:
"Empowering Teachers through Didactics and Reflective Classroom Research"