Teacher Development

期刊简介：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.

【译文】教师发展发表有关教师专业发展各个方面的文章。它是对教师发展实践进行批判性和反思性关注的论坛，旨在为提高专业发展质量做出贡献。该期刊对教师发展采取“整个职业生涯”的观点，欢迎从国际和跨专业角度开展工作。文章可能涉及不同政治和专业背景下的教师发展，并且可能采用多种风格，以适应专业发展活动的多样性。该期刊载有个人经历、教师发展政策和实践的评估、研究报告和理论讨论。书评部分吸引人们对该领域重要的新出版物的关注。评论文章（最多 4000 字）从批判的角度讨论主要工作。较短的书评（最多 1000 字）引起人们对新作品的关注，并强调对政策和实践的影响。评论文章和书评是由编辑委托撰写的，但也欢迎主动提供本部分的文章。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和至少两名审稿人的匿名审稿，其中一名审稿人将来自作者以外的国家，以确保所有文章都给出国际观点。