Call for papers from CCT
Impact issue 11: Call for papers
For the next issue of Impact, publishing in spring 2021, we are seeking papers focusing on recruitment, retention, professional learning and career progression in teaching, including school leadership. Topics can include, but are not limited to:
- Recruitment, initial teacher education and supporting early career teachers
- Equality and diversity in teaching and leadership – including research about the issues that exist and initiatives designed to tackle them
- Professional development and career progression
- Teacher wellbeing, school culture and retention
- Leadership at all levels, including teacher leadership, school leadership and system leadership
- Approaches to coaching and mentoring (e.g. instructional coaching, deliberate practice)
- Recruitment and retention across all phases and settings, including special educational needs and disabilities, Early Years, primary, secondary and further education.
Article types include:
Research: Summaries of current original research (including practitioner research) with their implications for pedagogy
Perspectives: Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme
Case studies: Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context
Reflections: Teachers discussing a specific piece of research and how it has informed their practice.
We are also looking for 1,000-word research-informed responses to the following question for a new discussion feature of the journal:
How can we enable a range of career progression routes in order to diversify leadership in education?
The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers. We encourage authors with protected characteristics as defined in the Equality Act 2010. The protected characteristics are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.
If you wish to submit to this issue, please complete the relevant section of this form, specifying which article type you intend to write.
Abstract submissions deadline: 22 September
Notifications of accepted proposals sent to authors: 29 September
Full drafts submitted: 27 October
If you do not hear from us by 29 September, please contact us at [email protected]
If you are from a commercial organisation, please contact the publishing team on the email above prior to submitting.
Please add [email protected] to your list of contacts to ensure that you receive updates on your submission.