The Law Teacher is a fully-refereed journal concerned with the teaching of law and issues affecting legal education at all academic levels. Whilst it is the journal of the UK-based Association of Law Teachers, both the Association and the journal are international in outlook and contributions from any jurisdiction are welcome in any section of the journal.
Contributions generally address issues of legal education rather than substantive law as such. What falls within the concept of ‘legal education’ is broadly interpreted, and could include any issues which will be of interest to law teachers. The journal is particularly interested in reporting pedagogical developments, properly grounded in theory and effectively researched and analysed, and the results of empirical research into matters of concern to law teachers.
The Law Teacher is read by academics and teachers of law around the world, and members of the Association of Law Teachers receive copies as part of their membership.
Peer Review All submitted articles are subject to initial appraisal by the General Editor, and, if found suitable for further consideration, to peer review by at least two independent, anonymous expert referees. All peer review is double anonymized.
An exception to the practice of peer review may arise where a specific article has been commissioned or where it is the published version of a formal lecture organised by the Association of Law Teachers, such as the Annual Lord Upjohn Lecture.
“As the only UK-based journal to focus exclusively on learning and teaching law, the Law Teacher makes a significant contribution to the theory and practice of legal education”
Professor Julian Webb,
Director, UK Centre for Legal Education.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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