Vol. 1 No. 1 (2016): Inaugural Issue

Welcome to the inaugural issue of Teacher Learning and Professional Development.

We are an open-access, peer-reviewed journal that is broadly concerned with the challenges and complexities of learning to teach. We frame learning to teach as a lifelong process that includes formal pre-service and continuing education programs for teachers and a variety of informal experiences that contribute to teachers’ professional knowledge. We also recognize that the term teacher is typically taken to refer those who work as elementary or secondary school teachers; however, we adopt an holistic definition of teacher learning and professional development that includes the learning and development activities of anyone who teaches or self-identifies as a teacher. This expanded definition thus  includes, but is not limited to, K-12 teachers, post-secondary teachers, adult educators, museum educators, community-based educators, coaches, and performing arts teachers.

The journal welcomes research papers that shed light on issues in teacher education and professional development from a variety of methodological approaches and disciplinary lenses. Teacher Learning and Professional Development is the official journal of the Institute for Studies in Teacher Education at Simon Fraser University.