Professional Development in Education

Aims & Scope

Professional Development in Education is a fully refereed international journal that publishes original contributions on professional learning and development (PLD) in its widest sense.

These include the initial preparation of professionals insofar as it affects induction; mentoring and coaching; models of and approaches to professional learning; the management and leadership of professional learning and development and its evaluation; the analysis of local, regional and national policies relating to PLD; and the work of higher education, independent agencies and training and development organisations in supporting and promoting the continuing development of professionals.

Contributions will include scholarly discussion of new issues, critical consideration of research in areas relating to PLD, analysis and discussion of new approaches to PLD and conceptual contributions enhancing the debate on the nature and practice of professional learning and development.

Although the main focus of articles in the journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of PLD in other professions where the focus of the article is professional learning.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.1
2024	2.10

SJR (SCImago Journal Rank)

Year	Value
2024	1.191

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	56

Journal Rank

Year	Value
2024	3594

Journal Citation Indicator

Year	Value
2024	1076

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Understanding continuing professional development: the need for theory to impact on policy and practice

  Citation: 267

  Authors: Aileen

• Engagement through microblogging: educator professional development via Twitter

  Citation: 177

  Authors: Jeffrey P., Daniel G.

• Schools as professional learning communities: what can schools do to support professional development of their teachers?

  Citation: 162

  Authors: Wilfried, Wouter, Loes, Yolande, Henk

• Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators

  Citation: 151

  Authors: Danielle, Cassie

• Teacher educators: their identities, sub‐identities and implications for professional development

  Citation: 145

  Authors: Anja, Ken, Monique

• Mentoring as professional development: ‘growth for both’ mentor and mentee

  Citation: 143

  Authors: Peter

• Effective professional development for teachers: a checklist

  Citation: 133

  Authors: Jana

• Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

  Citation: 126

  Authors: Pete, Kim

• Evaluating the impact of teacher professional development: an evidence-based framework

  Citation: 124

  Authors: Fiona

• Teacher leadership and professional development: examining links between two concepts central to school improvement

  Citation: 118

  Authors: Philip E.

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