Teacher Development: An international journal of teachers' professional development
Teacher Development: An international journal of teachers' professional development
Journal Title: Teacher Development: An international journal of teachers' professional development
ISSN: 1366-4530
ISSN Online: 1747-5120
Publication Frequency: 4 issues per year
Impact Factor:
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Source Normalized Impact per Paper (SNIP):
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Aim & Scope:

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.

Subjects Covered & Scope: Education; Routledge Collection; Teachers & Teacher Education; Teaching Assistants
Editor Board:
Sue Brindley - University of Cambridge, UK (Editor)
Sarah Delmas - Annecy, France (Editorial Assistant)

Editorial Board:

Lisa Ehrich - Queensland University of Technology, Australia
Maurice Galton - University of Cambridge, UK
Xuesong Gao - University of Hong Kong, China
Anne Jasman - University of Southern Queensland, Australia
Jackie Manuel - University of Sydney, Australia
Carol A. Mullen -   Virginia Tech, USA
Norbert Pachler - UCL Institute of Education, UK  
Eugenie Samier - The British University, Dubai
Michelle Selinger - ConsultEdu, UK
Keith S. Taber - University of Cambridge, UK
Karen Trimmer - University of Southern Queensland, Australia
Jef Verhoeven - KU Leuven, Belgium

Advisory Board:  

Robert V. Bullough - Brigham Young University, USA
Christopher Day - University of Nottingham, UK
Lani Florian - University of Aberdeen, UK
Michael Hammond - University of Warwick, UK
Ma Kwai Heung - Hong Kong SAR, People's Republic of China
Chris Husbands - UCL Institute of Education, UK
Shun Wing Ng - Hong Kong Institute of Education, Hong Kong SAR, People's Republic of China
John Smyth - University of Ballarat, Australia

Abtracting & Indexing: Teacher Development is abstracted/indexed in: Australian Research Council (ARC) Ranked Journal List; British Education Index; Contents Pages in Education; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Resources Information Center (ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); IBR (International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences); Linguistics and Language Behaviour Abstracts; Research into Higher Education Abstracts; SCOPUS®.
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