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.
Journal metrics
Usage
390K annual downloads/views
Citation metrics
1.9 (2023) Impact Factor
Q2 Impact Factor Best Quartile
3.6 (2023) 5 year IF
4.2 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.325 (2023) SNIP
0.980 (2023) SJR
Speed/acceptance
26 days avg. from submission to first
decision
210 days avg. from submission to first
post-review decision
9 days avg. from acceptance to online
publication
11% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editor-in-Chief Martin Mills - Queensland University of Technology, Australia
Editors Angelique Howell - Queensland University of Technology, Australia Michelle Jeffries - Queensland University of Technology, Australia Reece Mills - Queensland University of Technology, Australia Claire Pillinger - IOE, UCL's Faculty of Education and Society, UK Juliet Thondhlana - University of Nottingham, UK Yuwei Xu - University of Nottingham, UK
Editorial Board Clare Brooks - Cambridge University, UK. John Chi Kin Lee - Education University of Hong Kong, Hong Kong Cheryl Craig - Texas A&M University, USA Maria Flores - University of Minho, Portugal Frances O’Connell Rust - University of Pennsylvania Graduate School of Education, USA Anna Sullivan - University of South Australia, Australia Auli Toom - University of Helsinki, Finland
Editorial Advisory Board Sanne Akkerman - Utrecht University, Netherlands Aspa Baroutsis – Southern Cross University, Australia Simon Beausaert - Maastricht University, The Netherlands Terri Bourke – Queensland University of Technology, Australia Marcella Bullmaster-Day - Touro College, USA Shawn Bullock - Unversity of Cambridge, UK Sally Campbell Pirie – University of Massachusetts Amherst, USA Nicola Carse - University of Edinburgh, UK Junjun Chen – Education University Hong Kong, Hong Kong Matthew Clarke – University of Aberdeen, UK Laetitia Coles – University of Queensland, Australia Paul Conway - University College Cork, Ireland Babak Dadvand – La Trobe University, Australia Caroline Daly – University College London, UK Liesel Ebersohn – University of Pretoria, South Africa Henning Fjørtoft - Norwegian University of Science and Technology Sandra Raquel Gonçalves Fernandes – Portucalense University, Porto, Portugal Haira Gandolfi – Cambridge University, UK Yan Guo – University of Calgary, Canada Mark Hardman – University College London, UK Rupert Higham – University College London, UK Ji Hong - University of Arizona, USA Jing Huang – Lingnan University, Hong Kong Jukka Husu - University of Turku, Finland Jana Kalin - University of Ljubljana, Slovenia Ruth Kane - University of Ottawa, Canada Maaike Koopman - Eindhoven University of Technology, The Netherlands Mary Koutselini - University of Cyprus, Cyprus Maria Ines Marcondes - Pontificia Universidade Catolica do Rio de Janeiro (PUC-Rio), Brazil Joanna Madalinska-Michalak - University of Warsaw, Poland Glenda McGregor – Griffith University, Australia Amanda McKay – Manchester University, UK Monica Mincu – University College London and University of Turin, UK and Italy Shaaista Moosa – University of KwaZulu-Natal, South Africa Samuel Oyoo - Maseno University, Kenya Stefinee Pinnegar - Brigham Young University, USA Leslie Santee Siskin - NYU, USA Becky Taylor – University College London, UK Antonia Tereshchenko – Brunel University, UK Dineke Tigelaar - Leiden University, Netherlands Kirsi Tirri - University of Helsinki, Finland Minling Tsai - National Taipei Teachers College, Taiwan Ruben Vanderlinde - Ghent University, Belgium Lisa van Leent – Queensland University of Technology, Australia Diane Yendol-Hoppey - University of North Florida, USA Hongbiao Yin - Chinese University of Hong Kong, Hong Kong Michalinos Zembylas - Open University of Cyprus, Cyprus Junqing Zhai – Zhejiang University, China
Founding Editor Christopher Day - University of Nottingham, UK
Abstracting and indexing
Teachers and Teaching: theory and practice is covered by Academic Search Complete; Article First; Australian Education Index; British Education Index; Current Abstracts; Current Contents; Education Research Complete; Education Research Index; Education Source; Educational Administration Abstracts; Educational Research Abstracts online (ERA); European Reference Index for the Humanities, Pedagogical and Educational Research (ERIH); Education Resources Information Center (ERIC); FRANCIS; Professional Development Collection; ProQuest; PsycINFO; SCOPUS®; Social Sciences Citation Index (SSCI); Studies on Women and Gender Abstracts; Web of Science.
Open access
Teachers and Teaching is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors, make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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