Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities

Dear Colleagues,

Teacher education should play a fundamental role in advancing social justice. In some countries, the education sector is highly regulated, and prescriptive curricula for pre-service teachers is both reductionist and positions teachers as technicians. There are significant global concerns relating to teacher attrition, burnout, mental health and poor job satisfaction, and pre-service teachers need to be both resilient and well prepared in order for them to be enabled to address increasing diversity in classrooms. In this respect, this Special Issue will explore some of these challenges and explore approaches for placing social justice at the heart of teacher education courses. In addition, the transition from pre-service teacher to qualified teacher is not always smooth, and changing policies within a highly regulated and marketized teacher education sector means that serving teachers need high-quality continuing professional development and education. Given this background, we invite articles that explore these issues, and we welcome a diverse range of methods and methodologies. We are particularly interested in qualitative studies that draw on creative methodologies and methods.

Suggested themes：

• Teacher education curriculum;
• Social justice and teacher education;
• Teacher mental health and resilience;
• Teacher preparation for diverse classrooms;
• Effective partnerships with schools;
• Transition to early career teachers;
• Continuing professional development and education.

Prof. Dr. Jonathan Glazzard
Dr. Mark Minott
Guest Editors

Manuscript Submission Information

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• social justice
• inclusion
• partnerships
• teaching
• curriculum