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Teachers and Teaching: theory and practice provides an international focal point for the publication of research about teachers, teacher education and teaching in schools, colleges and universities. 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 robust qualitative and quantitative research from different countries and cultures which focus on the individual, social, policy and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory, practice and policy in teachers’ and teacher educators’ work and related research of professional interest such as:? teachers’ and teacher educators’ beliefs, thoughts, conceptions, practical theories? teachers’ biographies, life histories, ‘voice’, personal practical knowledge? teachers’ intentions, thoughts processes and cognitions? teachers’ understanding of subject matter? teachers’ professionalism and professional identities as a part of professional action? teachers’ values, motivations, commitment and resilience as influenced by contextual factors in their structural, cultural and social environments? teacher evaluation and professional development? student/teacher learning? mentoring and mentored learning in school and university settings
教师与教学：理论与实践为学校、学院和大学的教师、教师教育与教学研究的出版提供了国际焦点。它提供了一种交流和传播已完成研究和正在进行的研究的手段，同时也为研究人员之间的辩论提供了一个论坛。这本独特的杂志汇集了来自不同国家和文化的强大的定性和定量研究，重点关注个人、社会、政策和工作教学的历史背景。它包括对教师和教师教育工作者工作中理论、实践和政策之间的联系以及有关专业兴趣的研究的理论思考，如：?教师和教师教育者的信仰、思想、观念、实践理论?教师传记、生活史、声音、个人实践知识?教师的意图、思想过程和认知?教师对主题的理解?作为专业行动的一部分，教师的专业精神和职业身份?教师的价值观、动机、承诺和弹性受到其结构、文化和社会环境中的环境因素的影响?教师评估和专业发展?学生/教师学习?在学校和大学环境中指导和指导学习
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