Teacher Development Template
Write in a clean editor, then format for Teacher Development 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 Teacher Development format
Teacher Development is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, Collaborative Teaching and Inclusion, Reflective Practices in Education.
| 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." Teacher Development 12 (3): 45–58.
Formats any DOI in Teacher Development style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Collaborative Teaching and Inclusion Reflective Practices in Education Educator Training and Historical Pedagogy Education and Technology Integration |
| ISSN | 1366-4530 |
| Citation impact (2-yr) | 1.6 |
| h-index | 58 |
| i10-index | 526 |
| Total citations | 20,376 |
| Top institutions publishing here | University of Cambridge |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Teacher Development per year
Citation impact of Teacher Development by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Teacher Development
Abstract The survey presented in this article examines current teachers' beliefs and attitudes towards information and communication technologies (ICT) in education. A total of 1165 primary and secondary education teachers participated in the study, immediately after following a training programme on basic ICT skills. The authors' results showed that the majority of the teachers in…
This article reports on an investigation into the motivations of a cohort of pre‐service teacher education students, undertaking a five‐year, full‐time combined undergraduate and initial teacher education degree program at the University of Sydney, Australia. Participants completed an extensive questionnaire which sought to gather data on the characteristics of the cohort; the factors that influenced…
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…