Teachers and Teaching Theory and Practice Journal Impact Factor & Information

Publisher: International Study Association on Teacher Thinking, Taylor & Francis (Routledge)

Journal description

Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. 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 qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest. It represents the latest phase in the development of the International Study Association on Teachers and Teaching (ISATT), a worldwide association of researchers, teacher educators and teachers. The journal includes work which focuses on: teachersí beliefs, thoughts, conceptions, practical theories teachersí biographies, life histories, 'voice', personal practical knowledge teachersí intentions, thought processes and cognitions * teachersí understanding of subject matter teachersí thinking as a part of professional action teachersí thinking and action as influenced by contextual factors in their structural, cultural and social environments.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Teachers and Teaching: Theory and Practice website
Other titles Teachers and teaching (Online)
ISSN 1470-1278
OCLC 44003608
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The dissonance between the socialisation experiences of student teachers during their own schooling and practicums and university-based teacher education programmes is indicative of the broader theory/practice dichotomy in education. While this dichotomy is of considerable interest to all teacher educators, studies of students’ pre- and post-placement professional beliefs are rare. The authors availed of the publication of alternative curriculum pathways for Ireland to investigate the curriculum beliefs of student teachers immediately before and after their final school placement. Important contextual aspects of the study including school and teacher culture and the proposed curriculum pathways are introduced. The stark contrast between student teachers’ preferences and their views regarding the feasibility of the various pathways and their commitment to pupil-centred learning are among the main findings of the current study. A positive relationship emerged between respondents’ curriculum preferences and their grades in curriculum studies. These emerging themes are considered from the perspectives of student teachers’ beliefs about pupil learning, the theory/practice dichotomy and the importance of developing school–university partnerships.
    Teachers and Teaching Theory and Practice 12/2015; 21(6). DOI:10.1080/13540602.2014.968895
  • [Show abstract] [Hide abstract]
    ABSTRACT: http://www.tandfonline.com/eprint/ZKJMfIY2df9gRUIpbXP8/full Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers’ professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers’ changing roles and identity due to the impact of internationalisation and the growth of international students. Drawing on positioning theory as a conceptual framework to understand teachers’ roles and identity, this paper shows the emergence of teacher sub-identities as a reciprocal intercultural learner and an adaptive agent. It argues that these sub-identities are central to teachers’ development of cosmopolitan qualities in the contemporary context of international education.
    Teachers and Teaching Theory and Practice 03/2015; 21(8). DOI:10.1080/13540602.2015.1005866
  • Teachers and Teaching Theory and Practice 01/2015; In press.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Teachers believe they don't interact any differently with boys than with girls. However an examination of the evidence base on gendered student-teacher interactions, shows – at times contradicting – unequal interaction patterns for boys and girls (e.g. Beaman, Weldall, & Kemp, 2006; Jones & Dindia, 2004). In this study the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers' (re)actions in the classroom. Content analysis and thematic analysis of teachers' recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers' (re)actions come to the surface; (2) video stimulated recall interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners' professional learning process, it is important for researchers to allow practitioners to co-investigate their practice.
    Teachers and Teaching Theory and Practice 01/2015; in press.
  • Teachers and Teaching Theory and Practice 01/2015; 21:361-365.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students. For eprints see here http://www.tandfonline.com/eprint/XqTbnavExVEdBZWt3rxf/full
    Teachers and Teaching Theory and Practice 11/2014; 20(6). DOI:10.1080/13540602.2014.885704
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    ABSTRACT: This paper presents a study focusing differences in Israeli Jewish and Arab chemistry teachers` beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers` drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: Beliefs about classroom organization, beliefs about teaching objectives, and epistemological beliefs. A quantitative study gives insight into teachers` beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different socio-cultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms the beliefs of Arabic teachers differ from those of the Jewish teachers although both groups live in the same country and operate the same educational system.
    Teachers and Teaching Theory and Practice 07/2014; DOI:10.1080/13540602.2015.1055423
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    ABSTRACT: International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market. http://www.tandfonline.com/eprint/eIyYA6FQDfI3F3wbHrwW/full
    Teachers and Teaching Theory and Practice 02/2014; 20(6). DOI:10.1080/13540602.2014.885707