A section of Education Sciences (ISSN 2227-7102).
Teachers at all school levels are key actors in modern society: they are tasked with educating citizens by introducing each new generation to the knowledge of their culture that is relevant to a complex and changing world.
Pre-primary and primary school teachers need to be educated in many disciplines and methodologies, which means that, among many other challenges, they need to know how to integrate the sciences, humanities, and arts. Secondary school teachers—who are often focused upon narrow disciplines—face the task of opening up their field to the wider culture so their students can learn how to bring together disparate pieces of knowledge. Moreover, teachers of all levels need to be able to integrate pedagogical skills and knowledge skills to create learning environments conducive to their students’ intellectual and emotional potentials.
Teachers must be offered continuous education and training, starting with their first degree, and continuing throughout the whole period of activity in school. Here is a (certainly not exhaustive) list of keywords for pre-service and in-service teacher education: didactic innovation, integration of disciplines, teaching strategy, complexity, citizenship, and assessment.
Research contributions for the Teacher Education section of Education Sciences can be empirical (based on data and analysis using qualitative, quantitative, or mixed methodologies), or theoretical/philosophical (where we integrate human knowledge taken from a wide range of fields, with an eye to extending and strengthening the foundations of education). Review papers, focusing upon specific aspects, are also welcome.
Following special issues within this section are currently open for submissions:
- Teacher Narratives and Narratives of Teaching: Inquiry into Lived Experiences (Deadline: 30 September 2023)
- Enlightening and Empowering Teacher Education Policies and Practices in and beyond the Pandemic: Global and Comparative Perspectives (Deadline: 30 September 2023)
- Critical Perspectives on Mathematics Teacher Education (Deadline: 30 September 2023)
- Team Teaching: A Powerful Strategy? (Deadline: 30 September 2023)
- Teacher Education during the COVID-19 Pandemic: Implications on Professional Placement from School Closures (Deadline: 1 October 2023)
- STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development (Deadline: 20 October 2023)
- Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts (Deadline: 31 October 2023)
- Evidence-Based Practices in Inclusive Education for Teachers (Deadline: 1 November 2023)
- Culturally and Linguistically Diverse Classrooms: Cultivating Critical, Anti-oppressive, and Decolonial Spaces for Culturally and Linguistically Diverse Students in Teacher Education (Deadline: 1 November 2023)
- Internationalization of Teacher Education (Deadline: 30 November 2023)
- The Professional Learning of Teachers of Science (Deadline: 1 December 2023)
- Innovation in Teacher Education and Teacher Professional Development through Partnerships (Deadline: 8 January 2024)
- Making Our Way: Rethinking and Disrupting Teacher Education (Deadline: 19 January 2024)
- Teachers' Professional Learning from Education Practices (Deadline: 29 February 2024)
- Challenges and Experiences in Science Teacher Training (Deadline: 29 February 2024)
- Hybrid Ecologies for Teacher Professional Learning (Deadline: 29 February 2024)
- Enhancing the Power of Video in Teacher Education (Deadline: 1 March 2024)
- English Language Teaching in a Multilingual World (Deadline: 10 March 2024)
- Teacher Professional Development and Sustainability (Deadline: 15 March 2024)
- Teacher Educators’ Professional Development (Deadline: 31 March 2024)
- Fostering Mathematics Teachers for a New Era (Deadline: 15 April 2024)
- Teacher Education: Innovative Practices and Challenges Preventing School Failure (Deadline: 30 April 2024)
- Innovative Approaches in Primary School for the Training of School Teachers (Deadline: 30 September 2024)