The Law Teacher is a fully-refereed journal concerned with legal education at all academic levels. Whilst it is the journal of the UK-based Association of Law Teachers, both the Association and the journal are international in outlook and contributions from any jurisdiction are welcome in any section of the journal.

The journal is produced in three issues annually. One of these issues is normally organised around a special theme.

Subject-matter
The Law Teacher will reflect the interest in legal education at all levels and in any jurisdiction held by members of the Association of Law Teachers and its other subscribers. The normal structure of each issue provides for four discrete sections:

1. Articles
2. Policy and Education Developments
3. Recent Legal Developments
4. Book Reviews.

1. Articles should generally address issues of legal education rather than substantive law as such. What falls within the concept of ‘legal education' will be broadly interpreted, and could include any issues which will be of interest to law teachers. The journal is particularly interested in reporting pedagogical developments, properly grounded in theory and effectively researched and analysed and the results of empirical research into matters of concern to law teachers. Articles will typically be of a length of some 5,000 words, although considerable flexibility will be permitted.

2. Policy and Education Developments will include shorter pieces focused on policy and education issues likely to be of interest to the readership of the journal. In general, authors should provide an informed overview of their topic, providing the reader with an understanding of the relevance of the issue to legal education. Authors are encouraged to draw upon their own practice and experience where relevant and to explore the implications for legal education suggested by their analysis of the topic.

3. Recent Legal Developments will address changes in substantive and adjectival law, with a particular focus on areas likely to be of interest to a wide range of law teachers. Thus, a concentration on ‘core' areas may be expected, but this will not be the exclusive focus. Articles for this section will typically be 2-3,000 words in length, although some flexibility will be permitted.

4. Book Reviews will focus on books and other materials of interest to those teaching the law and address their practical value in working with students on different types of course. Reviewers are encouraged to introduce a comparative element to their reviews where competing texts are considered.

Peer Review
The Law Teacher operates a policy of peer review in respect of pieces submitted for the ‘Articles' and ‘Recent Legal Developments' sections of the journal. The normal process involves articles initially being read by the General Editor and, if potentially appropriate for the journal, anonymised and sent out to experts in the field who are asked to review them for publishability. Two reviewers are normally sought and will remain anonymous. Where potentially publishable, reviewers are asked to make recommendations for amendment or improvement of the draft work. The Editor will take a final decision as to publication on the basis of reviewers' recommendations. Where significant change or development of an article is proposed, the revised version may be submitted to reviewers again before a final decision on publication is taken.

An exception to the practice of peer review may arise where a specific article has been commissioned or where it is the published version of a formal lecture organised by the Association of Law Teachers, such as the Annual Lord Upjohn Lecture.