British Journal of Teacher Education Template
Write in a clean editor, then format for British Journal of Teacher Education in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the British Journal of Teacher Education format
British Journal of Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, Education and Technology Integration, Education Systems and Policy.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." British Journal of Teacher Education 12 (3): 45–58.
Formats any DOI in British Journal of Teacher Education style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Education and Technology Integration Education Systems and Policy Reflective Practices in Education Collaborative Teaching and Inclusion |
| ISSN | 0305-8913 |
| h-index | 16 |
| i10-index | 27 |
| Total citations | 1,441 |
| Top institutions publishing here | University of Liverpool |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in British Journal of Teacher Education per year
Citation impact of British Journal of Teacher Education by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in British Journal of Teacher Education
In issue 3.1 of the BJTE (January 1977) Ned Flanders discussed the question of knowledge about teacher effectiveness. He did this by examining what he saw to be the weaknesses of the analyses in the book by Rosenshine on the same subject. In the article which follows Rosenshine and Berliner take up the discussion of…
(1978). The social sciences, teacher education and the objectification of craft knowledge. British Journal of Teacher Education: Vol. 4, No. 1, pp. 17-36.
Abstract A longitudinal study of group of student‐teachers following a three‐year course of initial preparation showed that certain perspectives developed relating to the experience of school practice. There was a rapid move away from a notion of teaching as ‘service’ towards a view of school practice as a time for ‘safety and survival’. For some…