Are you interested in reviewing articles for Impact

Impact is the practitioner journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. 

Each issue is peer-reviewed, helping us to ensure that articles are original, methodologically rigorous and relevant for teachers. The purpose of the review process is to provide constructive feedback to support authors in developing their articles.

We welcome the views of both researchers and teachers with experience and knowledge across the wide range of themes covered in each issue. Peer reviewers are asked to critically assess the quality, clarity and relevance of articles for a teacher audience. We provide guidance for our peer reviewers, so prior experience of reviewing is not necessary.

Impact is published termly, and we are usually most in need of reviewers in November/December, March and June. 

If you would like to be added to our reviewer database, please complete the form below and we will get in touch with you with relevant articles in due course. If you have any questions or problems with accessing the form, please email 

For the autumn 2020 issue of Impact, guest-edited by Paul Kirschner and Tim Surma, we’re seeking articles on evidence-informed pedagogy. Topics can include, but are not limited to:

  • Effective learning strategies – including individual and collaborative learning 
  • Developing subject-specific pedagogy 
  • Evidence-informed approaches to instructional design
  • Approaches to assessment and feedback
  • Debunking myths and engaging with research 
  • Addressing the challenges of using evidence in 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
  • Reflections: Teachers discussing a specific piece of research and how it has informed their practice.

We encourage submissions across the full range of settings and phases – from Early Years to Further Education, and welcome contributions from practitioners and researchers in special education. If you wish to submit to this issue please send your proposed title and 150-250 word abstract, specifying which article type you intend to write, using the form below.

Please note the following deadlines for submissions:

Abstract submissions deadline: 4th March  
Notifications of accepted proposals sent to authors: 1st April
Full drafts submitted: 6th May

 If you do not hear from us by 1st April, please contact us at
 If you are from a commercial organisation, please contact the publishing team prior to submitting.  

Please create an account below to complete the application form. If you have any questions about the programme during the process please contact us and we will be more than happy to help you.

Chartered College of Teaching