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Education Sciences
Special Issues
Teachers and Teaching in Teacher Education
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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: 1 August 2024 | Viewed by 3857

Special Issue Editors

Dr. Ainat Guberman

E-Mail Website
Guest Editor
The MOFET Institute, David Yellin College of Education, School of Education, The Hebrew University of Jerusalem, Jerusalem 9190501, Israel
Interests: teacher education; educators’ professional development
Dr. Vasileios Symeonidis

E-Mail Website
Guest Editor
Department of Educational Research and School Pedagogy, University of Education Freiburg, 79117 Freiburg, Germany
Interests: teacher education policy and practice; educators’ professional learning; teacher competences

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

Published Papers (4 papers)

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Research

16 pages, 1659 KiB  
Article
Bridging Theory and Practice: Using Goal Systems to Spark Professional Dialogue and Develop Personal Theories
by Hanna Westbroek, Bregje de Vries, Anna Kaal and Michelle McDonnell
Educ. Sci. 2024, 14(5), 458; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050458 - 25 Apr 2024
Viewed by 227
Abstract
School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation [...] Read more.
School-based mentors play a key role in the learning processes of student teachers. Ideally, they facilitate student teachers to scrutinize their approaches and underlying assumptions, and link these to theoretical notions. In this study we investigated how three mentors used a goal-system representation (GSR) tool in their mentoring conversations. The GSR tool is essentially a visual reflection of the student teacher’s personal theory regarding classroom practice. It was developed at our teacher training institute to help our students see the personal relevance of research literature and theory and apply it to their lesson plans, to bridge the gap between educational theory, their vision of good teaching and their educational practice. In three explorative case studies, we show how mentors use the GSR tool and to what extent they support three levels of personal theory development: sharing, investigating and transforming. In all cases, student teachers could relate their practices to theoretical notions, giving access to their mentors for further questioning of their sense-making of the situation. Mentors successfully use these opportunities for personal theory development in various ways. We conclude that the GSR tool functions as a boundary object between theory and practice and between institute-based and school-based teacher education. Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
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16 pages, 407 KiB  
Article
Pre-Service Teachers’ Beliefs about Children’s Participation and Possibilities for Their Transformation during Initial Teacher Education
by Sofia Avgitidou, Maria Kampeza, Konstantinos Karadimitriou and Christina Sidiropoulou
Educ. Sci. 2024, 14(3), 236; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14030236 - 25 Feb 2024
Viewed by 642
Abstract
Pedagogy emphasises children’s participation in education as a child’s right and a prerequisite for learning and democratic education. However, studies show that participatory practices are not dominant in early childhood education (ECE). This calls for focused interventions during initial teacher education (ITE) to [...] Read more.
Pedagogy emphasises children’s participation in education as a child’s right and a prerequisite for learning and democratic education. However, studies show that participatory practices are not dominant in early childhood education (ECE). This calls for focused interventions during initial teacher education (ITE) to rectify this shortfall. This study examined pre-service teachers’ beliefs about children’s participation, exploring the effects of a targeted intervention during ITE in transforming pre-service teachers’ beliefs about a participatory paradigm in ECE. Pre-service teachers from three universities completed an open-ended questionnaire, both prior to and following the intervention, as well as a self-rating scale with open- and closed-ended questions post-intervention. The results displayed the variety of pre-service teachers’ beliefs, revealing the possibilities for their transformation after the intervention. The shifts observed in the pre-service teachers’ thinking after the intervention showed a shift in terms of the meaning of participation, their recognition of children’s abilities and rights, their ability to criticise the controlling role of the teacher, and their awareness of strategies to enhance co-decision-making processes in ECE. This study provides teacher educators with an understanding of the content of and ways to design interventions to foster participatory pedagogies in ECE during ITE. Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
19 pages, 2015 KiB  
Article
Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching
by Yaron Schur and Ainat Guberman
Educ. Sci. 2024, 14(3), 231; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14030231 - 23 Feb 2024
Viewed by 691
Abstract
One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This [...] Read more.
One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew ‘teaching’ in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers’ traditional beliefs without directly challenging them, and that drawings can track the changes’ trajectory. Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
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14 pages, 229 KiB  
Article
University Teaching as a Site for Professional Learning of Teacher Educators: The Role of Collaborative Inquiry and Reflection within a Professional Learning Community
by Sofia Avgitidou, Konstantinos Karadimitriou, Maria Ampartzaki, Christina Sidiropoulou and Maria Kampeza
Educ. Sci. 2024, 14(2), 207; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14020207 - 18 Feb 2024
Viewed by 1251
Abstract
While initial teacher education (ITE) has been acknowledged as an important process for improving the quality of education by preparing future teachers, less attention has been paid to the support of the continuous professional learning of teacher educators (TEs). This study reports on [...] Read more.
While initial teacher education (ITE) has been acknowledged as an important process for improving the quality of education by preparing future teachers, less attention has been paid to the support of the continuous professional learning of teacher educators (TEs). This study reports on the supporting processes and tools for a collaborative inquiry-based systematic reflection of five TEs and the effects of their use in constructing professional knowledge about ITE. The reflective written reports and reflective discussions of the TEs are thematically analysed to show the focus of inquiry, the links among inquiry, reflection, and action, as well as the contributing role of collaboration within a professional learning community (PLC). The results show that the TE inquiry was a continuous process of exploring the beliefs, understandings, and participation of pre-service teachers (PSTs) during teaching; the impact of the teaching context on TE actions and decisions; and the ways in which their collaboration enhanced professional learning. The inquiry results informed the reflections and practice design of TEs. Guiding questions, sustained interactions among the PLC members, and support from a facilitator created opportunities for the collaborative construction of the professional learning of TEs. This article provides TEs or/and facilitators of PLCs in teacher education with a methodology for supporting professional knowledge through collaborative inquiry and reflection. Full article
(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)
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