Focus
Research Journal on Teacher Professional Development focuses on teacher professional development through pedagogical transformation and instructional innovation within Islamic and values-based educational contexts. Unlike many existing teacher education journals that primarily emphasize general educational theories, policy discussions, or broad teacher competency frameworks, this journal specifically positions authentic classroom practices as the core of teacher professionalism development. The journal highlights innovative teaching strategies that foster student engagement, critical thinking, collaboration, creativity, character formation, and meaningful learning experiences. It also emphasizes the integration of contemporary pedagogical approaches—such as Problem-Based Learning, Student-Centered Learning, cooperative learning, TPACK, digital pedagogy, and Artificial Intelligence (AI)—into Islamic educational practices across elementary, secondary, and higher education settings.

Scope
The journal welcomes empirical research, Classroom Action Research (CAR), case studies, conceptual papers, and systematic reviews related to instructional innovation, pedagogical competence, and values-based educational transformation. Particular attention is given to Classroom Action Research that addresses authentic classroom challenges through the implementation of innovative teaching strategies, learning models, instructional media, educational technologies, and assessment practices aimed at improving both teaching quality and student learning outcomes. The scope of the journal includes innovative pedagogies in Islamic education, integration of 21st-century skills (4C), technology-enhanced learning and AI integration, Qur’anic and Islamic literacy education, character and social values education, reflective teaching practices, instructional evaluation, learning media development, and teacher professional growth across primary, secondary, and higher education contexts. The journal also encourages interdisciplinary studies that bridge educational theory, classroom practice, and the contemporary challenges of teaching and learning in digital and multicultural societies.