How can I convert my PLD research into a publishable article or book?

This workshop will be led by members of the Editorial Board of the academic peer reviewed international journal Professional Development in Education published by Taylor and Francis. PDiE has long-standing links with EERA Network 1 and many contributors to ECER symposia and paper presentations have had their work published in the journal (see for example, Ostinelli and Crescentini, 2021; Windsor et al, 2020) or in associated books (see Jones, Ostinelli and Crescentini (Eds) 2024; Mitescu-Manea, 2024)

PDiE is global in its reach and focuses on professional learning and development in and beyond school education. It regularly publishes articles on professional learning and development in Europe and has published a special issue focusing on European perspectives (Jones and O'Brien, 2011) Its aims are:

to push thinking in the field in a more critical and diverse way, and the Editors welcome both empirical and conceptual articles that can add something new to the literature on PLD across a wide range of professions. In particular, the journal is interested in receiving articles which:

• offer new ways of theorising PLD;
• ask challenging questions about current research and practice, and the assumptions underpinning them;
• offer critical and analytical perspectives on PLD policy and governance;
• interrogate the structure which allow the reproduction of inappropriate, unjust or ineffective PLD practices;
• offer new ways of understanding how PLD can improve both educators', and ultimately also their learners', lives for the better

Academic journals have different approaches to reviewing and accepting articles, but, using PDiE as an example the workshop will enable participants to understand the way journals work to enable them to get a good fit for their proposed article; to structure their writing to enable successful review; to share their research with other participants and network with other researchers engaging with similar themes; and to discuss their proposed submissions and receive constructive, critical feedback individually from journal editors if time allows. The session will also look at current ethical and procedural issues relating to the use of AI by authors/researchers in writing for publication. The workshop will also look at how the process of reviewing articles for publication is carried out and, for appropriate academics, provide an opportunity to become part of the College of Reviewers for PDiE.

The workshop will be interactive in format. There will be an initial presentation from Editors of PDiE on writing for publication, explaining how journals work and what editors look for in an article. Participants will then share their interests for intended research or their current research activity with others to identify common themes or research methods. The focus will then move into structuring articles for publication, using journal websites to identify 'best fit' for research themes, match the structure and content of their proposed article to review criteria and interact with journal editors to discuss aspects of their research for publication.

Participants will come to the session with ideas for research or writing drafts of intended articles. There will be an opportunity in the workshop for these drafts to be refined following discussions on the nature of professional learning and development, the requirements of one specific journal (PDiE), and most appropriate ways to present their papers for review. Participants should bring with them laptops to enable connection to the internet. While there can be no guarantee of acceptance for publication, this workshop will enable participants to produce more effective submissions to their chosen journals.

Jones, K., & O’Brien, J. (2011). Professional development in teacher education: European perspectives. Professional Development in Education, 37(5), 645–650. https://doi.org/10.1080/19415257.2011.616108 Ostinelli, G., & Crescentini, A. (2021). Policy, culture and practice in teacher professional development in five European countries. A comparative analysis. Professional Development in Education, 50(1), 74–90. https://doi.org/10.1080/19415257.2021.1883719 Windsor, S., Kriewaldt, J., Nash, M., Lilja, A., & Thornton, J. (2020). Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development. Professional Development in Education, 48(4), 642–656. https://doi.org/10.1080/19415257.2020.1712452 Jones, K., Ostinelli, G. and Crescentini, A (Eds) (2024) Innovation in Teacher Professional Learning in Europe: research, policy and practice Abingdon: Routledge Matescu-Manea, M. (2024) Teacher Professional Development in Romania: framing learning, responsibility and change through crisis in Jones, Ostinelli and Crescentini op cit) Jones, K., & O’Brien, J. (2023). From INSET to professional learning: 50 years of change as seen through the pages of Professional Development in Education. Professional Development in Education, 50(1), 1–10. https://doi.org/10.1080/19415257.2024.2296231