The provision through journals of professional support for teachers in schools is a matter of wide concern in Britain. Demographic and economic trends require school administrators and teachers to adapt to fundamental changes of purpose while undergoing major contraction in student numbers, staff and physical resources. Adaptation and innovation can no longer be managed by recruiting teachers with fresh kinds of expertise, as was done in the 1960s and early 1970s; instead, the developments which are or which will shortly become imperative will have to be carried out mainly by teachers already in post. Staff renewal and retraining are, therefore, of paramount importance (Bailey 1982a). One way of bringing this about is publishing journals which keep teachers abreast of new ideas and report on examples of successful practice. Many professional journals exist in Britain. They are produced by subject teaching associations, such as the Geographical Association; by Local Educational Authorities for their own teaching forces, such as the Inner London Education Authority; and by bodies having a more general educational interest, as for example in the development of the curriculum or in school organization and management. Unfortunately the impact of many such journals on practical teaching is limited. An examination of their contents suggests why this is so. Few attract contributions of a practical nature from school teachers themselves. Rather they f i l l their pages with articles written by teacher-educators, by subject specialists in universities and polytechnics, by school advisers and inspectors, and others not involved in the day-to-day teaching of school-age students. The standard of scholarship and writing in these articles is often high, but their practical usefulness is low. Many articles deal with innovation in subject content which, though valuable in itself, does nothing to improve the process of education. Others describe carefully prepared teaching projects, many of which depend for their success upon having a great deal of time for preparation andlor student-teacher help in the classroom. No teacher working alone under normal school conditions can replicate them. Domination of the journals by college teachers is self-perpetuating because it discourages school teachers from writing. Journals are perceived in schools as being written by “them” rather than by “us.” A vicious circle of theorizing and unreality is set up which a journal editor finds difficult to break. Meanwhile low subscription levels for many journals intended for teachers show that teachers find few of them useful. One relatively new journal, written for and substantially by teachers of geography in British schools, has succeeded in overcoming this problem to some extent. This is Teaching Geography, the journal of the Geographical Association devoted to practical teaching. Now in its eighth year of publication, Teaching Geography is firmly established as a quarterly journal which publishes about fifty articles annually for a readership of about 5,000 subscribers. About one-half its Pafrick Bailey studied geography at Cambridge and McGill Universities and education at Cambridge. He has taught in a variety of schools and in teacher education colleges and is now senior lecturer in education in the University of Leicester School of Education, Leicester, England LE1 7RF. He is active in initial teacher training and in diploma and higher degree work with practicing teachers in the fields of geographical education and education management. He has published numerous papers in both fields.