Teachers and Teaching: Theory and Practice

Aims & Scope

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

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.9
2024	1.90

SJR (SCImago Journal Rank)

Year	Value
2024	0.954

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	80

Journal Rank

Year	Value
2024	5231

Journal Citation Indicator

Year	Value
2024	590

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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 Arts and Humanities and 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.

• Professional Development and Teacher Change

  Citation: 1670

  Authors: Thomas R.

• Redefining teaching, re‐imagining teacher education

  Citation: 1121

  Authors: Pam, Karen, Morva

• The role of beliefs in teacher agency

  Citation: 753

  Authors: Gert, Mark, Sarah

• Who I am in how I teach is the message: self‐understanding, vulnerability and reflection

  Citation: 598

  Authors: Geert

• Emotions and Teacher Identity: A poststructural perspective

  Citation: 597

  Authors: Michalinos

• Four Ages of Professionalism and Professional Learning

  Citation: 580

  Authors: Andy

• Levels in reflection: core reflection as a means to enhance professional growth

  Citation: 548

  Authors: Fred, Angelo

• Teacher identity and agency in an era of accountability

  Citation: 344

  Authors: Rebecca

• On the Epistemology of Reflective Practice

  Citation: 320

  Authors: Max

• Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses

  Citation: 315

  Authors: Ji Y.

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