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Journal Details

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Professional Development in Education

Professional Development in Education


formerly Journal of In-Service Education
The official journal of the International Professional Development Association Visit the organisation site
Published By: Routledge
Volume Number: 36
Frequency: 4 times a year
Print ISSN: 1941-5257
Online ISSN: 1941-5265
 

Aims & Scope

Professional Development in Education is a fully refereed international journal that publishes original contributions on the subject of continuing professional development in its widest sense: initial preparation as it affects induction; mentoring and coaching; professional learning; management and leadership of continuing professional development; the analysis of local, regional and national policies relating to CPD; and the work of Higher Education, advisory services and training and development organisations in supporting and promoting CPD.
Contributions comprise scholarly discussion of new issues, reports of research in particular areas, reports of developments and contributions to debate on continuing professional development. Although the main focus of articles in the Journal is likely to be teacher education, we welcome contributions which discuss the policy and practice of CPD in other professions where the focus of the article is professional learning.

The Journal began its life as British Journal of In-service Education (ISSN 0305-7631) before changing to Journal of In-service Education (ISSN 1367-4587) in 1998. From 2009, the Journal has been renamed Professional Development in Education (ISSN 1941-5257).

Peer Review Policy:
All research articles appearing in this journal have undergone a rigorous blind peer review system carried out by members of the editorial board.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and IPDA make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and IPDA and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and IPDA.
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