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Education Sciences
Special Issues
The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education
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The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education

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

Deadline for manuscript submissions: closed (28 February 2023) | Viewed by 6986

Special Issue Editors

Prof. Dr. Jutta Papenbrock

E-Mail Website
Guest Editor
Institute for Botany, Leibniz University Hannover, Herrenhäuser Strasse 2, D-30419 Hannover, Germany
Interests: botany; abiotic stress of plants; sulfur metabolism; secondary metabolites; innovative teaching tools
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Sascha Schanze

E-Mail Website
Guest Editor
Faculty of Natural Sciences, IDN - Institute for Science Education, Department for Chemistry Education, Leibniz University Hannover, Am Kleinen Felde 30, D-30167 Hannover, Germany
Interests: digitally supported teaching and learning in chemistry; collaborative learning; inquiry learning; developing conceptual understanding in chemistry; learning by drawing

Special Issue Information

Dear Colleagues,

We want to invite you to contribute to the Special Issue “The Promotion of Technology-Related (Subject-Specific) Professionalization Components in Teacher Education”. In recent months, we have experienced more than ever that (digital) professional tools can be applied in different teaching and learning scenarios and in a similar way in different topics. We aim to continue to benefit from each other, maintain interdisciplinary views, and increase expertise in different subjects also in post-Coronavirus times.

The focus and highlight of this Special Issue are the combination and connection of subject-related technologies.

The scope will include techniques and methods whose applications in different subjects will exemplarily demonstrate that digital teaching needs to be more tangible. Design space supported by science education in which students develop, test, and reflect on their own digitally supported teaching will be within the Special Issue’s scope. The evidence-based development of specific forms of support—classroom settings, blended learning, flipped classroom, research-based learning—for students with different prerequisites digitally supported by several collaborative formats can be described.

This Special Issue aims to illustrate the possibilities of professionalization components in teacher education within subjects and interdisciplinary approaches.

Prof. Dr. Jutta Papenbrock
Prof. Dr. Sascha Schanze
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

  • subject-related technology
  • professionalization components in teacher education
  • digitalization in teacher education

Published Papers (3 papers)

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18 pages, 1004 KiB  
Article
Learning Science at University in Times of COVID-19 Crises from the Perspective of Lecturers—An Interview Study
by Anna Henne, Philipp Möhrke, Johannes Huwer and Lars-Jochen Thoms
Educ. Sci. 2023, 13(3), 319; https://doi.org/10.3390/educsci13030319 - 20 Mar 2023
Cited by 1 | Viewed by 1836
Abstract
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were [...] Read more.
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, the majority of the university teachers in the bachelor’s programs were interviewed, and their statements were subsequently categorized. While lectures and tutorials in distance learning were held asynchronously or synchronously online, laboratory courses used a variety of formats. The number of disadvantages cited, as well as the number of university faculty citing the same disadvantage, is greater than for advantages. The most commonly cited drawbacks fall into the areas of workload, communication, feedback, and active student participation. Physical presence and a return to the original learning objectives in the lab courses is wanted by the majority. The results point to commonalities between the science subjects and should encourage science departments to work together on similar problems in similar formats in the future. Furthermore, there is an urgent and ongoing need for the training of natural science teachers in competence-oriented digital teaching. Full article
(This article belongs to the Special Issue The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education)
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19 pages, 3832 KiB  
Article
Evidence-Based Optimization of Classroom Teaching Units Using 3D Printers for Designing Models—From the 2D Picture to the 3D Flower Model
by Marcel Bonorden and Jutta Papenbrock
Educ. Sci. 2022, 12(11), 831; https://doi.org/10.3390/educsci12110831 - 19 Nov 2022
Cited by 4 | Viewed by 1977
Abstract
The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable [...] Read more.
The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools. Full article
(This article belongs to the Special Issue The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education)
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22 pages, 2759 KiB  
Article
Novus Projects: Innovative Ideas to Build New Opportunities upon Technology-Based Avenues in Higher Education
by May Portuguez-Castro, Rogelio Vicente Hernández-Méndez and Luis Omar Peña-Ortega
Educ. Sci. 2022, 12(10), 695; https://doi.org/10.3390/educsci12100695 - 12 Oct 2022
Cited by 9 | Viewed by 2477
Abstract
This study describes a funding initiative that promotes educational innovation in a higher education institution in Mexico. This initiative, known as Novus, and carried out at Tecnologico de Monterrey, encourages professors to present educational innovation proposals by funding and monitoring research projects that [...] Read more.
This study describes a funding initiative that promotes educational innovation in a higher education institution in Mexico. This initiative, known as Novus, and carried out at Tecnologico de Monterrey, encourages professors to present educational innovation proposals by funding and monitoring research projects that promote student learning and competencies. These projects are based on digital technologies and pedagogies developed on the 26 campuses distributed throughout the country. This article presents a case study in which the historical data of Novus projects from 2012 to 2021 are reviewed. The results show that using digital technologies in these projects has favored more than 65,000 students on more than 1700 courses and the 1000 professors who teach these formative experiences. In addition, there are similar initiatives, especially in Latin America; however, they are still too few to contribute to improving student learning in an unprecedented time. Due to the COVID-19 pandemic, the digital transformation of educational institutions has been accelerated, with many challenges and obstacles. Therefore, showing the result of initiatives that favor the professionalization of teachers through technological projects based on evidence will illustrate the possibilities for higher education to develop these experiences. This study aims to communicate the main ideas and findings that originated in the projects created with this initiative and to show how these experiences have impacted the teaching-learning processes of university students through the innovation proposed by teachers. The dissemination of these results can generate interest so that other institutions understand the benefits of this initiative and can continue to generate new opportunities for these contexts. Full article
(This article belongs to the Special Issue The Promotion of Technology-Related (Subject-Specific) Professionalisation Components in Teacher Education)
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