Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context.The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education.Teaching and Teacher Education does not publish unsolicited Book Reviews, validation studies, essays, constructive criticisms, and/or conceptual type papers without empirical evidence such as reports, frameworks, or models.Teaching and Teacher Education does not accept proposals for guest editorships and special issues.An International Journal of Research and Studies. See also Elsevier Educational Research Programme home.
This leading international journal, launched in 2006, uniquely identifies and details critical issues in the future of learning and teaching of creativity, as well as innovations in teaching for thinking. As a peer-reviewed forum for interdisciplinary researchers and communities of researcher-practitioner-educators, the journal welcomes papers that represent a variety of theoretical perspectives. In particular, the journal is interested in papers that advance new and existing methodological approaches, and are innovative works on the theories, practices and possibilities of creativity and thinking skills research. Papers may relate to any age level and any settings: formal and informal, education and work-based as long as they connect to the learning and teaching, facilitation and/or practice teaching for thinking and/or creativity.While there is no universal agreement about the dimensions of thinking skills and creativity or their themes, debates and terms, we welcome methodological advancements and critiques that progress current thinking and stimulate developments about the naming and framing of boundaries and related fields of knowledge.The journal particularly welcomes several types of research article:Empirical studies which address critical issues in the future of learning and teaching, facilitation and practice, directly relevant to advancing thinking skills relevant to the enquiry and advancement of creativity;Critical reports of research practices and innovation in identifying major debates in advancing thinking skills and creativity;Synthetic reviews;New departures in methodological, theoretical and conceptual case studies. Submissions to the journal are judged on the engagement of research and scholarship designed to advance creativity and thinking skills research. The major criteria for acceptance of a research article will be its relevance, its importance and its contribution to the field of teaching for thinking and creativity, and its persuasive, analytical and critical quality.
