Teacher Education

A section of Education Sciences (ISSN 2227-7102).

Section Information

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.

Editorial Board

Special Issues

Following special issues within this section are currently open for submissions:

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