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Education Sciences
Special Issues
Innovation in Teacher Education Practices
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Innovation in Teacher Education Practices

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 30 May 2025 | Viewed by 14520

Special Issue Editors

Dr. Helen Caldwell

E-Mail Website
Guest Editor
Faculty of Health, Education and Society, University of Northampton, Northampton NN1 5PH, UK
Interests: teacher education; innovative pedagogies; online learning; educational technology; active digital education and inclusion
Dr. Emma Whewell

E-Mail Website
Guest Editor
Faculty of Arts, Science and Technology, University of Northampton, Northampton NN1 5PH, UK
Interests: teacher education; digital pedagogies; mentoring; identity; inclusive practices

Special Issue Information

Dear Colleagues,

Innovation in teacher training is essential for creating a cadre of educators who are not only well-equipped with the latest skills and knowledge but are also flexible, creative, and capable of meeting the diverse needs of students in a rapidly changing educational landscape.

The special edition on "Innovation in Teacher Education Practices" aims to share cutting-edge approaches, methodologies, and advancements in the field of teacher education. It seeks to highlight innovative practices that enhance teacher education programs and contribute to the ongoing dialogue on transforming teacher education to meet the needs of contemporary learners. It seeks to inspire educators, researchers, policymakers, and practitioners to explore and implement innovative practices that will shape the future of teacher education. 

The scope of this edition encompasses a broad spectrum of topics, including but not limited to:

  • Technological Integration in Teacher Training: Examining the integration of emerging technologies, such as artificial intelligence, virtual reality, and online platforms into teacher education programs to enhance teaching and learning experiences.
  • Pedagogical Innovations: Exploring novel pedagogical strategies and teaching methods that foster critical thinking, creativity, and adaptability among future educators.
  • Inclusive Education Practices: Investigating approaches to teacher education that promote inclusivity, diversity, and culturally responsive teaching, ensuring that educators are equipped to meet the needs of diverse student populations.
  • Professional Development Initiatives: Showcasing effective professional development models and programs that support continuous learning and skill development for teachers throughout their careers.
  • Assessment and Evaluation Methods: Addressing innovative approaches to assessing and evaluating teacher performance and student outcomes, with a focus on formative assessment and personalised feedback.
  • Global Perspectives in Teacher Education: Highlighting international collaborations, cross-cultural experiences, and global perspectives integrated into teacher education curricula to prepare educators for the interconnected world of education.

Suggested themes:

Artificial intelligence in teacher education;
Game-based learning and playful pedagogy;
Extended realities in teaching and learning;
Digital communities of practice in teacher education;
Data ethics and big-data inquiry in education;
Health and wellbeing in education;
Continuing professional development in teaching;
Mentoring early career teachers;
Adaptation to the changing educational landscape of teacher education;
Addressing diverse learning needs in teacher education;
Active learning and inclusion;
Rhizomatic learning;
Equity-oriented pedagogy;
Social justice pedagogy;
Decolonising learning;
Posthumanism and education;
Technology Integration in education;
Cultivation of creativity in teacher education. 

Dr. Helen Caldwell
Dr. Emma Whewell
Guest Editors

David Meechan (David.Meechan@northampton.ac.uk)
Guest Editor Assistant

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
  • initial teacher training
  • continuing professional development
  • innovative pedagogies
  • global perspectives

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

20 pages, 516 KiB  
Article
Charting New Pathways: Unleashing the Potential of Self-Directed Learning and the Transformative Role of Teachers in Education
by Annie Botha, Charlene du Toit-Brits and Jean Henry Blignaut
Educ. Sci. 2025, 15(5), 524; https://doi.org/10.3390/educsci15050524 - 24 Apr 2025
Viewed by 119
Abstract
This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This [...] Read more.
This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This research synthesizes theoretical frameworks for SDL in educational settings. The importance of SDL is emphasized, focusing on its many benefits, including greater motivation and creativity among others. In addition, this paper makes significant academic contributions by providing a detailed analysis of the roles and features of effective teachers as self-directed learners and SDL agents. Additionally, recommendations are given for educational institutions to assist with SDL curricula implementation. These include among others providing professional development opportunities to teachers and creating appropriate learning environments. These proposed recommendations aim to bridge the gap between SDL theory and practice, paving the way for more effective application in various educational settings. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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17 pages, 687 KiB  
Article
The Perfect Storm for Teacher Education Research in English Universities: The Tensions of Workload, Expectations from Leadership and Research
by Aimee Quickfall and Philip Wood
Educ. Sci. 2025, 15(4), 434; https://doi.org/10.3390/educsci15040434 - 30 Mar 2025
Viewed by 338
Abstract
In this paper, we report on data from our survey of the university Initial Teacher Education (ITE) sector in England, concerning responses to questions about perceptions of workload and research. Our survey collects responses annually (since 2021) from approximately 12% of the cohort, [...] Read more.
In this paper, we report on data from our survey of the university Initial Teacher Education (ITE) sector in England, concerning responses to questions about perceptions of workload and research. Our survey collects responses annually (since 2021) from approximately 12% of the cohort, and includes questions on a variety of topics, with Likert scale and text responses. Here, we report on three interconnected areas with potential impacts on the future of teacher education in England, and with pertinent findings for other nations, including research expectations and opportunities, workload, and the extent to which university leaders understand ITE. Our data show that academics working in ITE face high workloads, and importantly, very little time for research, and in some cases, low expectations from their institutions in terms of their research output. We compare this picture with systematic review findings about the predominantly insider research nature of ITE research in England, and implications for a sector that has no time, energy, or opportunity to carry out research on their own practice and experience. We consider the impact of these patterns for teacher educators’ work and the longer-term sustainability of individuals, the sector, and the research evidence for teacher education. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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19 pages, 1774 KiB  
Article
Historical Thinking and Teacher Discourse in Secondary Education: An Exploratory Observational Study
by Pedro Miralles-Sánchez, Jairo Rodríguez-Medina and Cosme Jesús Gómez-Carrasco
Educ. Sci. 2025, 15(3), 394; https://doi.org/10.3390/educsci15030394 - 20 Mar 2025
Viewed by 322
Abstract
With the aim of analyzing the teaching discourse in history classes and its relationship with the development of historical thinking skills, an observational study was carried out in 28 social science classes taught by 14 trainee teachers with master’s degrees in teacher training [...] Read more.
With the aim of analyzing the teaching discourse in history classes and its relationship with the development of historical thinking skills, an observational study was carried out in 28 social science classes taught by 14 trainee teachers with master’s degrees in teacher training secondary education students between 15 and 18 years of age. Lag sequential analysis and polar coordinate analysis techniques were used to identify patterns in the teaching discourse and its relationship with teaching strategies and student activity. The results show a predominance of historical contextualization discourse to the detriment of activities that promote critical historical thinking. The sequential lag analysis revealed significant relationships between interpretive discourse and the use of case studies, as well as between historical contextualization and the use of the press as a resource. Polar coordinate analysis showed a mutually inhibiting relationship between the exploration of prior knowledge and the development of historical thinking skills and a mutually activating relationship between interpretation and historical thinking, especially as it relates to the evaluation of sources. The implications of these findings for teacher education and the improvement of secondary history teaching are discussed. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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17 pages, 496 KiB  
Article
Developing Competence for Teachers, Mentors, and School Leaders: How Can Video-Based Learning Designs Facilitate Authentic Learning?
by Eli Lejonberg, Katrine Nesje, Ann Elisabeth Gunnulfsen and Torunn Aanesland Strømme
Educ. Sci. 2025, 15(3), 370; https://doi.org/10.3390/educsci15030370 - 17 Mar 2025
Viewed by 192
Abstract
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence [...] Read more.
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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22 pages, 294 KiB  
Article
“Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers
by Shyla González-Doğan, Gonca Soyer, Siddika Asik Bayhan, Mualla Yazici, Meryem Akçay, Jordan Harb, Awad Mekkawi Ramadan and Adnan Turan
Educ. Sci. 2024, 14(9), 970; https://doi.org/10.3390/educsci14090970 - 2 Sep 2024
Viewed by 1846
Abstract
This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds [...] Read more.
This research project examines the experiences of four individuals working in refugee resettlement and their perspectives on the educational needs of refugee students, given their role as boundary spanners. They also discuss the need for teachers to encourage students to use the Funds of Knowledge in the classroom. Participants discuss their varied experience as professionals in refugee resettlement, with two being refugees and one being an immigrant. This paper (1) explores the stress associated with relocation, (2) delves into the mental health issues faced by individuals from refugee backgrounds, emphasizing trauma, (3) analyzes how inefficiencies and lack of support within the public school system contribute to a stressful and ineffective experience for all parties involved, and (4) highlights the importance of human connection. The implications for future research are also discussed with particular attention paid to the need to actively work with other stakeholders. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
16 pages, 2377 KiB  
Article
Novel Spaces as Catalysts for Change: Transformative Learning through Transnational Projects
by Helen Caldwell, Emma Whewell, Amy West and Helen Tiplady
Educ. Sci. 2024, 14(9), 954; https://doi.org/10.3390/educsci14090954 - 29 Aug 2024
Viewed by 8757
Abstract
This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the [...] Read more.
This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students’ growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants’ experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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14 pages, 477 KiB  
Article
Beliefs and Previous Concepts about Physical Education in Primary Education Undergraduate Students
by Raúl Eirín-Nemiña, Beatriz García-Antelo, Silvana Longueira-Matos and María Montserrat Castro-Rodríguez
Educ. Sci. 2024, 14(6), 670; https://doi.org/10.3390/educsci14060670 - 20 Jun 2024
Cited by 2 | Viewed by 1268
Abstract
The approach to the personal experiences and previous ideas about physical education of future primary education teachers is a starting point of great interest for the teaching of the subject of physical education didactics. The aim of the study is to investigate these [...] Read more.
The approach to the personal experiences and previous ideas about physical education of future primary education teachers is a starting point of great interest for the teaching of the subject of physical education didactics. The aim of the study is to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the “Didactics of Physical Education” course. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring a pre-test and post-test; (2) the analysis of students’ autobiographical accounts of their experiences with physical education in school. The participants were students enrolled in the Bachelor’s degree program in primary education at the University of Santiago de Compostela (USC) who undertook the course in 2022–2023. The results obtained reveal that after taking the Didactics of Physical Education course, students gave greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical accounts, students associated good memories with relationships with classmates and the playful socializing nature of the subject; among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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