Teachers and Teaching: theory and practice provides an international focal point for the publication of research about teachers, teacher education and teaching in schools, colleges and universities. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together robust qualitative and quantitative research from different countries and cultures which focus on the individual, social, policy and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory, practice and policy in teachers’ and teacher educators’ work and related research of professional interest such as:
• teachers’ and teacher educators’ beliefs, thoughts, conceptions, practical theories
• teachers’ biographies, life histories, ‘voice’, personal practical knowledge
• teachers’ intentions, thoughts processes and cognitions
• teachers’ understanding of subject matter
• teachers’ professionalism and professional identities as a part of professional action
• teachers’ values, motivations, commitment and resilience as influenced by contextual factors in their structural, cultural and social environments
• teacher evaluation and professional development
• student/teacher learning
• mentoring and mentored learning in school and university settings
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
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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