Academic Journal
Q1Teachers and Teaching: Theory and Practice
About Teachers and Teaching: Theory and Practice
About Teachers and Teaching: Theory and Practice
Teachers and Teaching: Theory and Practice is a peer-reviewed scholarly journal published by Routledge (United Kingdom). It focuses on Q1. Publication coverage spans 1995-2026.
Key indicators: ISSN 1354-0602, 1470-1278; H-index 88.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (88): Strong citation impact — 88 articles cited at least 88 times each, reflecting solid influence.
Publishing in Teachers and Teaching: Theory and Practice
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Teachers and Teaching: Theory and Practice?
1354-0602, 1470-1278.
Who publishes Teachers and Teaching: Theory and Practice?
Routledge.
What are Teachers and Teaching: Theory and Practice's metrics?
H-index 88.
Where do I submit to Teachers and Teaching: Theory and Practice?
Via the official website.
Is Teachers and Teaching: Theory and Practice peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Teacher Education and Leadership Studies; Collaborative Teaching and Inclusion; Educator Training and Historical Pedagogy; Innovative Education and Learning Practices; Global Education and Multiculturalism; Reflective Practices in Education.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
From advocacy to agency: how lead teachers disseminate Global Citizenship Education in Korea
Inyoung Lee, Hwanbo Park, Seongkyeong Jeong
2026-10-13 · DOI: 10.1080/13540602.2026.2747411From classrooms to eco-communities: an ecological approach to school connectedness, intergenerational advocacy and student agency
Jennifer Charteris, Mario Chiasson, Angela Page, Jill Fielding et al.
2026-10-04 · DOI: 10.1080/13540602.2026.2743887Big teams, complex experiences? exploring leadership dynamics and teachers’ work in a large primary school
Maria Karamanidou
2026-10-03 · DOI: 10.1080/13540602.2026.2742266Between neutrality and controversy: preservice teachers’ political dispositions and views on teaching controversial issues
Thorsten Fahrbach, Axinja Hachfeld
2026-10-03 · DOI: 10.1080/13540602.2026.2742264Understanding informational texts: preservice teachers’ subject matter content knowledge
Poonam Arya, Kathryn L. Roberts
2026-10-02 · DOI: 10.1080/13540602.2026.2743241Countering fake news in classrooms in the post-truth era: social studies teachers’ perspectives and practices
İlker Dere, Betül Gökçınar, Şerife Nur Akdeniz, Mümine Akkan et al.
2026-10-01 · DOI: 10.1080/13540602.2026.2743242Situated in connection: the relational dimensions of elementary science teacher agency
Alison K. Mercier, Anica Miller-Rushing
2026-09-22 · DOI: 10.1080/13540602.2026.2738078The impact of racism on opportunity structures for Black students’ sense of school belonging: perspectives of teachers in the United States
Kamryn S. Morris, Eleanor K. Seaton, Sarah Lindstrom Johnson, Kendall Morris et al.
2026-09-16 · DOI: 10.1080/13540602.2026.2731126Teacher educators’ conceptions of working the gap between theory and practice
Ricarda Rübben, Michael Rochnia
2026-09-14 · DOI: 10.1080/13540602.2026.2731127‘It’s okay to talk about that…But maybe not here’: A case study of rural teachers’ practices for addressing unplanned difficult-topics moments
Logan Rutten, Frannie Tunseth, Darian Sherva
2026-09-11 · DOI: 10.1080/13540602.2026.2732175Finding one’s place: a systematic literature review on schools’ geographical embeddedness in relation to teacher induction, retention, and attrition
Thu Dao, Geert Kelchtermans
2026-09-10 · DOI: 10.1080/13540602.2026.2730425Using data visualisations to teach about race and racism in social studies methods courses
Christopher C. Martell, Tamara L. Shreiner
2026-09-09 · DOI: 10.1080/13540602.2026.2731125A delicate balance: experiences and wellbeing of pre-service teachers navigating demands and benefits of studying while working as a teacher
Caroline F. Mansfield, Jane Kirkham, Narelle Lemon, Lisa Papatraianou et al.
2026-09-08 · DOI: 10.1080/13540602.2026.2729132Alternative education for marginalised students: perspectives on engagement, policy, and practice
Marnie Best
2026-09-07 · DOI: 10.1080/13540602.2026.2731122Factors affecting the retention of early-career career change teachers: what role does professionalism play?
Terri Bourke, Reece Mills, Martin Mills, Simone White et al.
2026-09-07 · DOI: 10.1080/13540602.2026.2730426Re-setting education: lessons learned from the COVID-19 pandemic
Julie Allan, Francesca Peruzzo
2026-09-06 · DOI: 10.1080/13540602.2026.2720962Mentoring pre-service primary teachers in two differing architectural school buildings
Jo Fletcher, Chris Astall, Ting Ma, John Everatt et al.
2026-09-06 · DOI: 10.1080/13540602.2026.2729130Voicing Silences: the experiences of South Asian student teachers during Initial teacher Education at an English University
Diane Warner, Zoe Crompton, Sarah Nuttall
2026-09-05 · DOI: 10.1080/13540602.2026.2723331Re-moralisation through purpose and connection: retaining Australian teachers within the profession
Fiona Longmuir, Amanda McKay
2026-09-04 · DOI: 10.1080/13540602.2026.2729131‘Hunting for striped paint’: how teachers describe the operationalisation of trauma-informed classroom strategies to support students
Kate B. Eastman
2026-09-01 · DOI: 10.1080/13540602.2026.2725141Reviews
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Version History
October 9, 2026 at 8:05 pm
September 25, 2026