Teaching in Lifelong Learning: A Journal to Inform and Improve Practice

Aims & Scope

The Teaching in Lifelong Learning Journal is a peer reviewed journal publishing articles that inform and improve practice in the lifelong learning sector (LLS). It intends to support initial teacher training (ITT) and continuing professional development (CPD) across the wider LLS and within the broader context of higher education (HE). The journal is open to a wide range of education research related to the LLS that emanates sociological, psychological, historical, linguistic and more general education studies. The journal’s priority is to provide a platform for novice researchers from the sector to develop and hone their writing for publication skills with shorter papers (2000-4000 words). This journal provides a space for practitioners who have undertaken dissertations at Masters level or above and who may have undertaken research in their own organisations. The following topics are of interest: Teachers as practitioners and their experiences of working in the sector Trainee teachers and teacher educators in ITT and CPD across the Lifelong Learning Sector (including higher education) Contributions to the LLS that help inform policy, practice and enhance CPD Developments linking practice and theory 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. As a cross-CETT production, the journal is an accessible, relevant and focussed publication that is written by the sector, about the sector and for the sector.

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