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The Teaching in Lifelong Learning Journal is an open access 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).
Please note Teaching in Lifelong Learning is not currently accepting submissions.
Focus and 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:
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.
Teaching in Lifelong Learning is published biannually, in electronic-only format. The journal is fully open access with article processing charges supported by the University of Huddersfield Press. Articles are published under a Creative Commons attribution licence (CC BY), although other more restrictive licences will be considered.Submission Checklist As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
The journal follows a double-blind review to further provide the fairness of the review process; this means that neither the identity of authors will be disclosed to the reviewers nor the authors know the identity of reviewers. However, authors are still required to suggest five reviewers, of which two must be from the editorial board of the journal. A list of editorial board members is available at section Editorial Team with links to their biography to help a rationale selection. However, it should be noted that it is not necessary that your manuscript will be sent to to the reviewers you have chosen, and selection of referees will be at the discretion of the editors.
Please refer to the COPE ethical guidelines for peer-review. Reviewers should clearly reference the section of the manuscript (line numbers) to which they are referring in their response. While critiquing the manuscript, reviewers should acknowledge the authors’ time and commitment for the piece of work and therefore should be constructive. While identifying the deficiencies, clear suggestions to improve the quality of the manuscript should be provided.Licences
Teaching in Lifelong Learning allows the following licences for submission:
This journal is published by the University of Huddersfield Press. Unlike many open-access publishers, the University of Huddersfield Press does not charge any author fees. This does not mean that we do not have costs. Instead, our costs are supported by the University of Huddersfield.
Teaching in Lifelong Learning is published biannually, in electronic-only format.Sections