教師與教學(xué)：理論與實踐為學(xué)校、學(xué)院和大學(xué)的教師、教師教育與教學(xué)研究的出版提供了國際焦點。它提供了一種交流和傳播已完成研究和正在進行的研究的手段，同時也為研究人員之間的辯論提供了一個論壇。這本獨特的雜志匯集了來自不同國家和文化的強大的定性和定量研究，重點關(guān)注個人、社會、政策和工作教學(xué)的歷史背景。它包括對教師和教師教育工作者工作中理論、實踐和政策之間的聯(lián)系以及有關(guān)專業(yè)興趣的研究的理論思考，如：?教師和教師教育者的信仰、思想、觀念、實踐理論?教師傳記、生活史、聲音、個人實踐知識?教師的意圖、思想過程和認(rèn)知?教師對主題的理解?作為專業(yè)行動的一部分，教師的專業(yè)精神和職業(yè)身份?教師的價值觀、動機、承諾和彈性受到其結(jié)構(gòu)、文化和社會環(huán)境中的環(huán)境因素的影響?教師評估和專業(yè)發(fā)展?學(xué)生/教師學(xué)習(xí)?在學(xué)校和大學(xué)環(huán)境中指導(dǎo)和指導(dǎo)學(xué)習(xí)

Teachers and Teaching: theory and practice provides an international focal point for the publication of research about teachers, teacher education and teaching in schools, colleges and universities. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together robust qualitative and quantitative research from different countries and cultures which focus on the individual, social, policy and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory, practice and policy in teachers’ and teacher educators’ work and related research of professional interest such as:? teachers’ and teacher educators’ beliefs, thoughts, conceptions, practical theories? teachers’ biographies, life histories, ‘voice’, personal practical knowledge? teachers’ intentions, thoughts processes and cognitions? teachers’ understanding of subject matter? teachers’ professionalism and professional identities as a part of professional action? teachers’ values, motivations, commitment and resilience as influenced by contextual factors in their structural, cultural and social environments? teacher evaluation and professional development? student/teacher learning? mentoring and mentored learning in school and university settings