Write in a clean editor, then format for Journal of In-service 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.
Journal of In-service Education is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, Education Systems and Policy, Collaborative Teaching and Inclusion.
| 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." Journal of In-service Education 12 (3): 45–58.
Formats any DOI in Journal of In-service Education style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Education Systems and Policy Collaborative Teaching and Inclusion Reflective Practices in Education Innovative Education and Learning Practices |
| ISSN | 1367-4587 |
| h-index | 48 |
| i10-index | 268 |
| Total citations | 11,923 |
| Top institutions publishing here | University of London |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract The area of teachers' continuing professional development (CPD) is of growing interest internationally. However, while an increasing range of literature focuses on particular aspects of CPD, there is a paucity of literature addressing the spectrum of CPD models in a comparative manner. This article therefore considers a wide range of international literature, together with…
Teachers’ continuing professional development (CPD) is being given increasing importance in countries throughout the world. In Scotland, the changing professional and political context has resulted in unprecedented investment in CPD. However, analysis and evaluation of CPD policies, practice and impact is complex. In seeking to understand some of the complexities, this article proposes a triple‐lens…
Abstract School principals exercise significant influence on teacher professional development. We identify four areas where principals have the opportunity to have a substantial impact on teacher learning. These include: 1. the principal as an instructional leader and learner; 2. the creation of a learning environment; 3. direct involvement in the design, delivery and content of…
