Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era

Dear Colleagues,

In today’s postdigital accelerated technological era, it is becoming difficult to situate and/or imagine different educational actors, systems, and an ever-increasing array of educational technologies in specific, existing, or future socio-technical landscapes. The agency and role of educators on different levels in the imagined futures or existing realities are often uncertain, torn between the hype and complex, tangible ramifications of these realities. Therefore, it is important to understand, problematize, study, theorize, and imagine new socio-technical realities in terms of their ontological and epistemological assumptions, as well as explore how these emerging technologies are changing the socio-technical realities, giving way to new, possible futures (educational innovation).

In this Special Issue, we pose the question: what role do educators assume or play, and how can we educate and empower educators to let them act, imagine, contribute to, and participate in the possible futures (of education)?

The main focus of this Special Issue is the exploration of imagined futures and educational innovation and its policy, theory, and practice. It invites submissions to explore teacher education and professional development in the era of postdigital education and possible futures, focusing on educators’ agency when organizing and re-organizing current practices, policies, and theoretical perspectives in line with imagined and possible futures. Conceptual and empirical contributions, case studies, and proposals of critical and innovative methodological agendas are welcome.

Suggested themes:

• Theory and practice of teacher education in the postdigital era and imagined futures in the context of educational innovation;
• Imagined futures and educational innovation in the postdigital era: situating the agency and role educators;
• Generative artificial intelligence in the context of teacher education: ontological and epistemological aspects;
• Generative artificial intelligence and emerging technologies in the context of teacher education: from policy to practice;
• Generative artificial intelligence and emerging technologies in the context of teacher education: theoretical implications;
• Research and co-design methodologies with and for educators in the context of emerging technologies and possible futures.

Dr. Maka Eradze
Dr. Emanuele Bardone
Guest Editors

Manuscript Submission Information

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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.

• educational innovation
• teacher education
• teacher professional development
• teacher agency
• generative artificial intelligence