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Education Sciences
Special Issues
Teacher Educators’ Professional Development
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Teacher Educators’ Professional Development

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 3217

Special Issue Editors

Dr. Katherine Main

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Meadowbrook, QLD 4222, Australia
Interests: middle school/junior secondary reform; the need for targeted professional development to build teacher efficacy, including collective efficacy
Prof. Dr. Donna Pendergast

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Mt Gravatt, QLD 4222, Australia
Interests: education transformation and efficacy, with a focus on professional teacher education and school reform
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We would like to personally invite you to submit a manuscript for the upcoming Special Issue centering on teacher educators’ professional development, to be published in Education Sciences.

The purpose of this Special Issue is to highlight research and evidence about approaches to and the delivery of teacher educators’ professional development. Effective professional development can increase teachers’ sense of efficacy and, in turn, improve the learning outcomes for students. Globally, national and state policies, together with societal pressures, have placed a growing emphasis on the quality of teaching. With strong evidence that continuing professional development is the key to raising teacher quality, researchers continue to investigate the changing landscape of what features and activities constitute effective professional development.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) research that conceptualizes teacher professional development; the many and diverse forms that professional development can take; the role and responsibility of those who deliver professional development programs to teacher educators; and the increasing use of online technologies to improve accessibility and equitable access to quality professional development.

This Special Issue has the potential to contribute to the growing body of literature on what constitutes effective teacher professional development from the perspective of teachers and those who deliver professional development programs.

To be considered for this Special Edition, we ask that you submit a structured abstract (see Mosteller, Nave, and Miech, 2004) to Associate Professor Katherine Main via email (k.main@griffith.edu.au) for review by October 15, 2023. Upon review and approval, the deadline for the full manuscript is March 15, 2024.

Please consider submitting to this important Special Issue. An informational flyer is attached for your review. Feel free to contact us directly if you have any questions.

We look forward to receiving your contributions.

Dr. Katherine Main
Prof. Dr. Donna Pendergast
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher professional development
  • teacher efficacy
  • quality teaching

Published Papers (2 papers)

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Research

14 pages, 762 KiB  
Article
Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
by Catarina Amorim and Elsa Ribeiro-Silva
Educ. Sci. 2024, 14(2), 167; https://doi.org/10.3390/educsci14020167 - 05 Feb 2024
Viewed by 975
Abstract
Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to [...] Read more.
Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
23 pages, 1811 KiB  
Article
I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning
by Anthony Muro Villa III, Quentin C. Sedlacek and Holly Yvonne Pope
Educ. Sci. 2023, 13(9), 964; https://doi.org/10.3390/educsci13090964 - 21 Sep 2023
Viewed by 1729
Abstract
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of [...] Read more.
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers’ (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers’ TPACK-G, and corroboration between the surveys and interviews showed teachers’ expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers’ conceptualizations of equity and cultural relevance varied considerably. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
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