Teacher Development

杂志介绍

Teacher Development杂志介绍

《Teacher Development》是一本以English为主的未开放获取国际优秀期刊，中文名称教师发展，本刊主要出版、报道教育学-教育学和教育研究领域的研究动态以及在该领域取得的各方面的经验和科研成果，介绍该领域有关本专业的最新进展，探讨行业发展的思路和方法，以促进学术信息交流，提高行业发展。该刊已被国际权威数据库SCIE收录，为该领域相关学科的发展起到了良好的推动作用，也得到了本专业人员的广泛认可。该刊最新影响因子为1.3，最新CiteScore 指数为2.5。

本刊近期中国学者发表的论文主要有：

• Relationships between external accountability, internal accountability, teacher sense of autonomy, and teaching experiences: a moderated mediation analysi

  Author: Tsang, Kwok Kuen; Li, Guanyu; Qin, Qingyan; Hao, Jing

• Early career teachers' motivation to become a teacher, teacher buoyancy, and teacher engagemen

  Author: Tang, Sylvia Y. F.; Lo, Eric S. C.; Yeh, Fang-Yin; Cheng, May M. H

英文介绍

Teacher Development杂志英文介绍

Teacher Development is an international academic journal dedicated to the professional growth of teachers and the improvement of educational practices. The magazine aims to provide a forum for teachers, educational leaders, researchers, and policy makers to share and discuss teacher education, career development, leadership development, and the impact of educational policies on teaching practices. The journal covers various aspects of teacher education, including training for novice teachers, professional development for in-service teachers, teacher leadership, and educational innovation.

The magazine encourages the submission of research on teacher identity, teaching strategies, curriculum design, assessment methods, teacher learning communities, as well as teacher well-being and job satisfaction. The journal pays special attention to modern education issues such as globalization, technology integration into education, multicultural education, and inclusive education, as well as how these issues shape teachers' professional development paths. The journal adopts a peer review process to ensure that the published research is of high quality and academic rigor. By publishing theoretical articles, empirical studies, case studies, reviews, and comments, it not only promotes the professional growth of individual teachers, but also provides an evidence basis for the formulation of educational policies and the improvement of educational practices.