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:
- Teaching Quality, Teaching Effectiveness, and Teacher Assessment (Deadline: 20 June 2024)
- Evidence-Based Practices in Inclusive Education for Teachers (Deadline: 20 June 2024)
- Teachers and Teaching in Teacher Education (Deadline: 1 August 2024)
- English-Mediated Education—Implications for Educational Practice and Educational Research (Deadline: 1 August 2024)
- Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education (Deadline: 15 August 2024)
- Technologies and Teacher Education: Preparing Teachers for the Digital Age (Deadline: 31 August 2024)
- Incremental and Innovative Approaches to Professional Development for Mathematics Teachers (Deadline: 31 August 2024)
- Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era (Deadline: 1 September 2024)
- Teaching and Learning Interculturality in Education around the World: Anything New under the Sun? (Deadline: 15 September 2024)
- Enhancing the Power of Video in Teacher Education (Deadline: 20 September 2024)
- Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape (Deadline: 30 September 2024)
- Innovative Approaches in Primary School for the Training of School Teachers (Deadline: 30 September 2024)
- Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts (Deadline: 30 September 2024)
- Technology and Language Teacher Education (Deadline: 30 September 2024)
- Teacher Education and Technology: Advancements in the Use of Data and Artificial Intelligence (Deadline: 15 December 2024)
- Empowering Educators: Strengthening Instructional Leadership in Schools (Deadline: 31 December 2024)
- Promoting Teachers’ Digital Competence in an AI World (Deadline: 31 December 2024)
- Training Special Education Teachers to Use Evidence-Based Practices (Deadline: 15 January 2025)
- Innovation in Teacher Education Practices (Deadline: 15 January 2025)
- The Role of Reflection in Teaching and Learning (Deadline: 31 January 2025)
- Enlightening and Empowering Teacher Education Policies and Practices in and beyond the Pandemic: Global and Comparative Perspectives, 2nd Edition (Deadline: 10 June 2025)