Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. 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 qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest.The journal includes work which focuses on:

teachers' beliefs, thoughts, conceptions, practical theories
teachers' biographies, life histories, 'voice', personal practical knowledge
teachers' intentions, thought processes and cognitions * teachers' understanding of subject matter
teachers' thinking as a part of professional action
teachers' thinking and action as influenced by contextual factors in their structural, cultural and social environments

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

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Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis 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.