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.
Journal metrics
Usage
123K annual downloads/views
Citation metrics
0.8 (2023) Impact Factor
1.2 (2023) 5 year IF
2.1 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
0.783 (2023) SNIP
0.465 (2023) SJR
Speed/acceptance
24 days avg. from submission to first
decision
250 days avg. from submission to first
post-review decision
17 days avg. from acceptance to online
publication
18% 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.
Sue Brindley - University of Cambridge, UK (Editor) Sarah Delmas - Chambéry, 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 - Sheffield Hallam University, UK
John Smyth - University of Ballarat, Australia
Abstracting and indexing
Teacher Development is abstracted/indexed in: Australian Research Council (ARC) Ranked Journal List; British Education Index; Education Journal; Educational Administration Abstracts; Educational Research Abstracts online (ERA); Education Resources Information Center (ERIC); ERIH (European Reference Index for the Humanities, Emerging Sources Citation Index ( ESCI); 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®
.
Open access
Teacher Development 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.
Teacher Development and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Teacher Development and our publisher 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 Teacher Development and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Teacher Development and our publisher 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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