Teacher Development publishes articles on all aspects of teachers’ professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a ‘whole-career’ view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development. The journal carries accounts of personal experience, evaluations of teacher development policies and practices, research reports and theoretical discussions.
The Book Reviews Section draws attention to important new publications in the field. Review articles (up to 4000 words) discuss major work from a critical perspective. Shorter book reviews (up to 1000 words) bring new work to attention and highlight implications for policy and practice. Review articles and book reviews are commissioned by the Editor, but unsolicited articles for this section are also welcome.
Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two referees, one of whom will be from a country other than the author(s) to ensure an international viewpoint is given on all articles.
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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