Teacher Education
A section of Education Sciences (ISSN 2227-7102).
Section Information
Teachers at all school levels are key actors in modern society: they are tasked with educating citizens by introducing each new generation to the knowledge of their culture that is relevant to a complex and changing world.
Pre-primary and primary school teachers need to be educated in many disciplines and methodologies, which means that, among many other challenges, they need to know how to integrate the sciences, humanities, and arts. Secondary school teachers—who are often focused upon narrow disciplines—face the task of opening up their field to the wider culture so their students can learn how to bring together disparate pieces of knowledge. Moreover, teachers of all levels need to be able to integrate pedagogical skills and knowledge skills to create learning environments conducive to their students’ intellectual and emotional potentials.
Teachers must be offered continuous education and training, starting with their first degree, and continuing throughout the whole period of activity in school. Here is a (certainly not exhaustive) list of keywords for pre-service and in-service teacher education: didactic innovation, integration of disciplines, teaching strategy, complexity, citizenship, and assessment.
Research contributions for the Teacher Education section of Education Sciences can be empirical (based on data and analysis using qualitative, quantitative, or mixed methodologies), or theoretical/philosophical (where we integrate human knowledge taken from a wide range of fields, with an eye to extending and strengthening the foundations of education). Review papers, focusing upon specific aspects, are also welcome.
Editorial Board
Special Issues
Following special issues within this section are currently open for submissions:
- Innovation in Teacher Education Practices (Deadline: 30 May 2025)
- Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape (Deadline: 31 May 2025)
- The Role of Reflection in Teaching and Learning (Deadline: 31 May 2025)
- Enlightening and Empowering Teacher Education Policies and Practices in and Beyond the Pandemic: Global and Comparative Perspectives, 2nd Edition (Deadline: 10 June 2025)
- Recent Advances in Measuring Teaching Quality (Deadline: 30 June 2025)
- Education and Professional Development for Language and Bilingual Teachers (Deadline: 1 August 2025)
- Education for Early Career Teachers (Deadline: 10 August 2025)
- STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development (Deadline: 15 August 2025)
- Breaking Barriers: Promoting Equity and Inclusion in Teacher Education Programs (Deadline: 31 August 2025)
- Supporting Teaching Staff Development for Professional Education (Deadline: 1 September 2025)
- Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy (Deadline: 30 September 2025)
- Addressing Challenges in Teacher Preparation for Transformative Education (Deadline: 30 September 2025)
- Empowering Teacher Education with Digital Competences (Deadline: 19 October 2025)
- Teacher Effectiveness, Student Success and Pedagogic Innovation (Deadline: 20 October 2025)
- Teacher Empowerment: Examining Factors and Strategies for Promoting Agentic Behavior (Deadline: 20 October 2025)
- Enhancing Teaching through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection (Deadline: 31 October 2025)
- Training Special Education Teachers and Staff to Use Evidence-Based Practices (Deadline: 20 November 2025)
- School Leadership Well-Being: Stressors, Enablers, and Impact on Leadership Practices and Educational Outcomes (Deadline: 30 November 2025)
- Promoting Teachers’ Digital Competence in an AI World (Deadline: 31 December 2025)
