Teachers and Teaching 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 (1 August 2024) | Viewed by 20047
Special Issue Editors
Interests: teacher education; educators’ professional development
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Almost a decade has passed since Goodwin and colleagues asked who teacher educators are and what they need to know and be able to do (Goodwin et al., 2014); yet, the question is more relevant than ever. In this era, teacher educators’ expectations are growing, while strong political, economic, and other forces, such as the practicum turn and attempts to standardize teaching, coalesce to de-professionalize teacher education (Murray et al., 2019). This Special Issue aims to address the call for empowering professional accountability (Cochran-Smith, 2021) and to contribute to the consolidation of teacher educators’ professional identities. This Special Issue of education sciences will present teacher educators’ professional identities and teaching practices within the context of preparing teachers for the current and future challenges, such as providing high-quality education to all students and embracing the rapidly changing technology, while resisting its negative effects.
Some examples of relevant (but not exclusive) areas include:
- Higher education- and school-based teacher educators professional identities and roles;
- Innovative teaching and learning practices in teacher education;
- Teacher educators’ professional development;
- Forming collaborations between different stakeholders within and between teacher education and other institutions;
- Teacher educators’ involvement in professional, social, and political issues.
References
Cochran-Smith, M. (2021). Rethinking teacher education: The trouble with accountability. Oxford Review of Education, 47(1), 8-24.
Goodwin, L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284-302.
Murray, J., Swennen, A., & Kosnick, C. (2019). International policy perspectives on change in teacher education. In J. Murray, A. Swennen, & C. Kosnik (Eds.) International research, policy and practice in teacher education: Insider perspectives (pp. 1-13). Springer.
We cordially invite interested researchers to submit their proposals for this Special Issue before 1 February 2024. Alternatively, you are also welcome to directly submit your articles.
Dr. Ainat Guberman
Dr. Vasileios Symeonidis
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
- teacher education
- teacher educators
- teaching methods
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