Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Innovation in Teacher Education Practices
share announcement

Innovation in Teacher Education Practices

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

Deadline for manuscript submissions: 15 January 2025 | Viewed by 5511

Special Issue Editors

Dr. Helen Caldwell

E-Mail Website
Guest Editor
Faculty of Health, Education and Society, University of Northampton, Northampton NN1 5PH, UK
Interests: teacher education; innovative pedagogies; online learning; educational technology; active digital education and inclusion
Dr. Emma Whewell

E-Mail Website
Guest Editor
Faculty of Arts, Science and Technology, University of Northampton, Northampton NN1 5PH, UK
Interests: teacher education; digital pedagogies; mentoring; identity; inclusive practices

Special Issue Information

Dear Colleagues,

Innovation in teacher training is essential for creating a cadre of educators who are not only well-equipped with the latest skills and knowledge but are also flexible, creative, and capable of meeting the diverse needs of students in a rapidly changing educational landscape.

The special edition on "Innovation in Teacher Education Practices" aims to share cutting-edge approaches, methodologies, and advancements in the field of teacher education. It seeks to highlight innovative practices that enhance teacher education programs and contribute to the ongoing dialogue on transforming teacher education to meet the needs of contemporary learners. It seeks to inspire educators, researchers, policymakers, and practitioners to explore and implement innovative practices that will shape the future of teacher education. 

The scope of this edition encompasses a broad spectrum of topics, including but not limited to:

  • Technological Integration in Teacher Training: Examining the integration of emerging technologies, such as artificial intelligence, virtual reality, and online platforms into teacher education programs to enhance teaching and learning experiences.
  • Pedagogical Innovations: Exploring novel pedagogical strategies and teaching methods that foster critical thinking, creativity, and adaptability among future educators.
  • Inclusive Education Practices: Investigating approaches to teacher education that promote inclusivity, diversity, and culturally responsive teaching, ensuring that educators are equipped to meet the needs of diverse student populations.
  • Professional Development Initiatives: Showcasing effective professional development models and programs that support continuous learning and skill development for teachers throughout their careers.
  • Assessment and Evaluation Methods: Addressing innovative approaches to assessing and evaluating teacher performance and student outcomes, with a focus on formative assessment and personalised feedback.
  • Global Perspectives in Teacher Education: Highlighting international collaborations, cross-cultural experiences, and global perspectives integrated into teacher education curricula to prepare educators for the interconnected world of education.

Suggested themes:

Artificial intelligence in teacher education;
Game-based learning and playful pedagogy;
Extended realities in teaching and learning;
Digital communities of practice in teacher education;
Data ethics and big-data inquiry in education;
Health and wellbeing in education;
Continuing professional development in teaching;
Mentoring early career teachers;
Adaptation to the changing educational landscape of teacher education;
Addressing diverse learning needs in teacher education;
Active learning and inclusion;
Rhizomatic learning;
Equity-oriented pedagogy;
Social justice pedagogy;
Decolonising learning;
Posthumanism and education;
Technology Integration in education;
Cultivation of creativity in teacher education. 

Dr. Helen Caldwell
Dr. Emma Whewell
Guest Editors

David Meechan ([email protected])
Guest Editor Assistant

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 education
  • initial teacher training
  • continuing professional development
  • innovative pedagogies
  • global perspectives

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

22 pages, 294 KiB  
Article
“Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers
by Shyla González-Doğan, Gonca Soyer, Siddika Asik Bayhan, Mualla Yazici, Meryem Akçay, Jordan Harb, Awad Mekkawi Ramadan and Adnan Turan
Educ. Sci. 2024, 14(9), 970; https://doi.org/10.3390/educsci14090970 - 2 Sep 2024
Viewed by 1058
Abstract
This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds [...] Read more.
This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds of Knowledge in the classroom. Participants discuss their varied experience as professionals in refugee resettlement, with two being refugees and one being an immigrant. This paper (1) explores the stress associated with relocation, (2) delves into the mental health issues faced by individuals from refugee backgrounds, emphasizing trauma, (3) analyzes how inefficiencies and lack of support within the public school system contribute to a stressful and ineffective experience for all parties involved, and (4) highlights the importance of human connection. The implications for future research are also discussed with particular attention paid to the need to actively work with other stakeholders. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
16 pages, 2377 KiB  
Article
Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects
by Helen Caldwell, Emma Whewell, Amy West and Helen Tiplady
Educ. Sci. 2024, 14(9), 954; https://doi.org/10.3390/educsci14090954 - 29 Aug 2024
Viewed by 2588
Abstract
This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the [...] Read more.
This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
►▼ Show Figures

Figure 1

14 pages, 477 KiB  
Article
Beliefs and Previous Concepts about Physical Education in Primary Education Undergraduate Students
by Raúl Eirín-Nemiña, Beatriz García-Antelo, Silvana Longueira-Matos and María Montserrat Castro-Rodríguez
Educ. Sci. 2024, 14(6), 670; https://doi.org/10.3390/educsci14060670 - 20 Jun 2024
Viewed by 733
Abstract
The approach to the personal experiences and previous ideas about physical education of future primary education teachers is a starting point of great interest for the teaching of the subject of physical education didactics. The aim of the study is to investigate these [...] Read more.
The approach to the personal experiences and previous ideas about physical education of future primary education teachers is a starting point of great interest for the teaching of the subject of physical education didactics. The aim of the study is to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the “Didactics of Physical Education” course. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring a pre-test and post-test; (2) the analysis of students’ autobiographical accounts of their experiences with physical education in school. The participants were students enrolled in the Bachelor’s degree program in primary education at the University of Santiago de Compostela (USC) who undertook the course in 2022–2023. The results obtained reveal that after taking the Didactics of Physical Education course, students gave greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical accounts, students associated good memories with relationships with classmates and the playful socializing nature of the subject; among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-3

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Developing Competence for Teachers, Mentors, and School Leaders: How can Video-based Learning Designs Facilitate Authentic Learning?
Author: Lejonberg
Highlights: Designing for video-based learning challenge university based educators. Coaching and mentoring holds great potential as mediators to enhance video-based learning. Student interaction with practice videos and other mediating tools, can contribute to authentic learning.

Back to TopTop