Addressing Challenges in Teacher Preparation for Transformative Education

Dear Colleagues,

We are pleased to invite you to submit your research to this Special Issue of Education Sciences, entitled Addressing Challenges in Teacher Preparation for Transformative Education. We welcome contributions from researchers, educators, and practitioners in the field of education and teacher preparation. Submissions may include original research articles, case studies, theoretical papers, and reviews.

Our goal is to advance the preparation of future educators by equipping them with the tools and knowledge necessary for transformative and inclusive education. This Special Issue seeks to address the multifaceted challenges in preparing future educators, emphasizing innovative and transformative educational strategies. We aim to highlight effective approaches that empower educators to create inclusive, sustainable, and socially responsible learning environments.

Transformative education offers a path for students to gain the knowledge, skills, values, and attitudes necessary to tackle global challenges such as climate change, biodiversity loss, economic disparity, and social inequality. Teachers play a crucial role in this process, guiding learners to cultivate a sense of global unity and inspiring them to become proactive and responsible citizens. This Special Issue aims to compile research and effective practices aimed at equipping future educators to address these pressing educational challenges.

In this Special Issue, research areas concerning Transformative Education and Teacher Preparation may include, but are not limited to, the following:

1. Training on active learning methodologies that promote deep understanding and critical thinking (e.g., problem-based learning, inquiry-based learning, and collaborative learning).
2. Strategies for incorporating education for sustainability and global citizenship into teacher training.
3. Training on inclusion and support for diverse learners, including designing inclusive practices for students with special needs and using adaptive technologies.
4. Innovative applications of non-traditional learning environments in teacher training, e.g., exploring creative uses of spaces such as outdoor classrooms, natural settings, immersive simulations, and other unconventional environments to enhance teacher preparation.
5. Preparing teachers to implement service learning or community engagement projects that connect academic learning with community service.
6. Studies on the effectiveness of transformative educational practices in improving teaching and learning outcomes.
7. Evaluation of programs and initiatives aimed at enhancing the quality of teacher preparation.
8. Development of collaborative networks among educators, researchers, and institutions to share best practices and resources for teacher preparation.

We look forward to receiving your contributions.

Prof. Dr. Juan Peña-Martínez
Guest Editor

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.

• teacher training
• transformative education
• inclusive education
• education for sustainability
• global citizen education
• non-traditional learning environments
• collaborative learning spaces
• active learning methodologies
• service learning
• community engagement