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Education Sciences
Special Issues
Supporting Teaching Staff Development for Professional Education
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Supporting Teaching Staff Development for Professional Education

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

Deadline for manuscript submissions: closed (30 November 2025) | Viewed by 13612

Special Issue Editor

Dr. Ainat Guberman

E-Mail Website
Guest Editor
1. Research Authority, The MOFET Institute, Tel Aviv 6937807, Israel
2. Teaching and Learning Department, David Yellin College of Education, Jerusalem 9634207, Israel
Interests: teachers’ professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Almost two decades ago, the McKinsey Report (Barber & Mourshed, 2007) claimed that the quality of education systems is fundamentally tied to the quality of teachers, and this insight was also echoed regarding teacher educators by the European Commission (2013). Yet, despite these influential declarations, widespread teacher shortages continue to undermine educational quality (European Commission, 2020).

In response, education systems have adopted various strategies, including alternative certification routes and the practice of reassigning teachers to subjects that are experiencing acute staffing gaps. These approaches necessitate comprehensive support and professional learning to ensure teachers develop the knowledge and skills required for effective teaching. This is particularly true of vulnerable groups prone to attrition, such as beginner teachers, those entering through non-traditional pathways, and educators working in hard-to-staff schools. At the same time, the professionalism of those who educate and support teachers needs to be strengthened to create knowledge-based and responsive educational ecosystems (Darling-Hammond et al., 2023).

The aim of this Special Issue of Education Sciences is to contribute to joint efforts to improve the professionalism of education systems. Submissions that critically examine strategies to enhance the professional knowledge, skills, and values of teachers, teaching assistants, teacher educators, and other educational professionals are welcome.

References

Barber, M., & Mourshed, M. (2007). How the world’s best education systems come out on top. London: McKinsey.

European Commission (2013) Supporting teacher educators for better learning outcomes. Brussels: European Commission. https://school-education.ec.europa.eu/system/files/2024-04/Supporting-Teacher-Educators-for-better-learning-outcomes.pdf.

European Commission. (2020). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: On Achieving the European Education Area by 2025. COM (2020) 625 Final. Brussels: EU Commission.
https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A52020DC0625.

Darling-Hammond, L., DiNapoli M. Jr., & Kini, T. (2023). The federal role in ending teacher shortages. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED630393.pdf.

Dr. Ainat Guberman
Guest Editor

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 250 words) can be sent to the Editorial Office for assessment.

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

  • professional development
  • teachers
  • teacher education
  • teaching methods
  • teacher educators
  • student teachers, teacher assistants
  • teaching staff

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Published Papers (9 papers)

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Research

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21 pages, 314 KB  
Article
Group Goals in Teacher Team Meetings
by Miriam Babichenko, Dana Vedder-Weiss, Rinat Cohen and Yariv Feniger
Educ. Sci. 2025, 15(12), 1633; https://doi.org/10.3390/educsci15121633 - 4 Dec 2025
Viewed by 139
Abstract
This study explored the phenomenon of group goals in teacher team meetings using questionnaires (n = 795) and in-depth interviews with teachers (n = 20). Drawing on achievement goals theory, we mapped the various types of group goals teacher teams may [...] Read more.
This study explored the phenomenon of group goals in teacher team meetings using questionnaires (n = 795) and in-depth interviews with teachers (n = 20). Drawing on achievement goals theory, we mapped the various types of group goals teacher teams may collectively pursue, uncovered their unique characteristics, estimated their prevalence, and investigated teachers’ stances towards them. We found that teacher group goals included establishing a sense of belonging (social goals), learning from colleagues (mastery goals), completing tasks (work goals), and demonstrating compliance with external agendas (performance approach). Social and mastery goals were the most prevalent goals and correlated with teacher satisfaction from their meetings. Work and performance goals were less prominent and correlated with teacher dissatisfaction. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
20 pages, 798 KB  
Article
Leadership Styles and Remote Work Dynamics
by Asmahan Masry-Herzallah, Hanan Sarhan and Zehavit Gross
Educ. Sci. 2025, 15(11), 1490; https://doi.org/10.3390/educsci15111490 - 5 Nov 2025
Viewed by 573
Abstract
Background: The COVID-19 pandemic uniquely challenged non-formal education (NFE), a sector reliant on interpersonal engagement, by forcing a rapid shift to remote work. This study examines how managerial leadership styles, technological self-efficacy (TSE), and attitudes toward remote work intersect among NFE coordinators in [...] Read more.
Background: The COVID-19 pandemic uniquely challenged non-formal education (NFE), a sector reliant on interpersonal engagement, by forcing a rapid shift to remote work. This study examines how managerial leadership styles, technological self-efficacy (TSE), and attitudes toward remote work intersect among NFE coordinators in Israel’s Arab society, a minority community facing distinct cultural and systemic challenges. Aim: Focusing on school-based social-community education coordinators (SCECs) and community-based non-formal education coordinators (NFECs), the study investigates how leadership and organizational context shaped their adaptation to crisis. Method: The study employed a cross-sectional survey design, with data collected from 132 coordinators and 47 youth department directors between June and October 2021 using validated questionnaires. Pearson correlations, moderated mediation analysis, and ANOVA were used to analyze the data. Findings: The results revealed positive correlations between transformational leadership style (TLS), TSE, job satisfaction, and positive attitudes toward remote work. Critically, the analysis uncovered a context-dependent mechanism: TSE fully mediated the relationship between TLS and attitudes toward remote work, but this effect was significant only for community-based NFECs, not for school-based SCECs. Additionally, SCECs reported higher satisfaction and TSE than NFECs, who perceived more laissez-faire leadership. Contributions: Drawing on Bronfenbrenner’s ecological systems theory, the findings underscore that leadership’s effectiveness in crises is not one-size-fits-all; its impact is channeled through different mechanisms depending on the organizational ecosystem. The study highlights the pivotal roles of adaptive leadership and TSE in sustaining resilient NFE in minority communities. Theoretical and practical implications point to the need for culturally responsive, context-sensitive leadership development and targeted technology training to foster equitable learning environments. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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20 pages, 384 KB  
Article
Beginning Teachers with Physical or Sensory Disabilities: Challenges and Solutions from a Professional Development Workshop
by Ainat Guberman
Educ. Sci. 2025, 15(11), 1484; https://doi.org/10.3390/educsci15111484 - 4 Nov 2025
Viewed by 381
Abstract
Employing teachers with significant physical or sensory disabilities (PSD) is crucial for inclusion and social justice. Since beginning teachers are particularly prone to attrition, research is needed to identify challenges faced by beginning teachers with PSD and to propose potentially supportive strategies. This [...] Read more.
Employing teachers with significant physical or sensory disabilities (PSD) is crucial for inclusion and social justice. Since beginning teachers are particularly prone to attrition, research is needed to identify challenges faced by beginning teachers with PSD and to propose potentially supportive strategies. This case study followed an online academic workshop in Israel, designed as a Community of Practice (CoP) for beginning teachers with PSD. The participants were 16 beginning teachers and three facilitators. Transcribed recordings of the workshop’s 13 meetings were analyzed using discourse and thematic analysis. Four main challenge areas emerged: relationships with school staff; student motivation and behavior management; teaching practices; and technological and bureaucratic procedures. The relationships between the challenges and the teachers’ PSD ranged from direct causation to no apparent connection. The facilitators provided emotional support and theoretical knowledge, suggested courses of action, and offered direct assistance based on the participants’ knowledge and skills. A “wrapping” phenomenon was identified where participants initially presented unresolved challenges as successfully resolved. As mutual trust and openness developed throughout the year, previously resolved challenges often resurfaced. The findings suggest that implementation of suggested solutions must be monitored, and their effectiveness should be further explored. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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30 pages, 2817 KB  
Article
Developing and Validating an AI-TPACK Assessment Framework: Enhancing Teacher Educators’ Professional Practice Through Authentic Artifacts
by Liat Eyal
Educ. Sci. 2025, 15(11), 1452; https://doi.org/10.3390/educsci15111452 - 1 Nov 2025
Viewed by 2922
Abstract
In today’s digital era, teachers are expected to incorporate artificial intelligence (AI) into the classroom. Teacher educators must therefore model its use while evaluating their own AI-related knowledge to guide future teachers effectively. Existing assessments often rely on self-reporting questionnaires, which may introduce [...] Read more.
In today’s digital era, teachers are expected to incorporate artificial intelligence (AI) into the classroom. Teacher educators must therefore model its use while evaluating their own AI-related knowledge to guide future teachers effectively. Existing assessments often rely on self-reporting questionnaires, which may introduce bias, and the TPACK (Technological-Pedagogical-Content-Knowledge) framework, which overlooks distinctive AI characteristics. This study develops and validates an AI-TPACK assessment tool for teacher educators, grounded in authentic pedagogy and systematically designed through the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study aims to identify AI-relevant TPACK components and add new ones; test the tool’s validity; and analyze teacher-educator competency patterns. The development involved dual literature reviews (22 TPACK studies; 34 AI studies) and empirical analysis of 60 authentic instructional artifacts. Five experts confirmed their content validity (CVR = 0.86, CVI = 0.91) and the inter-rater reliability (ICC = 0.84, range 0.76–0.88). The tool comprises 4 components—AIK, AIPK, AICK, and Integration—14 criteria, and 65 indicators, and reveals four competency patterns: technological innovator; pedagogical integrator; content developer; and beginner. The strong correlation (r = 0.78) between AIPK and integration underscores the importance of synergy. The tool contributes theoretically and practically to advancing teacher-educators’ AI knowledge and competency assessments. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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27 pages, 3045 KB  
Article
Tandem Teaching for Quality Physical Education: Primary Teachers’ Preparedness and Professional Growth in Slovakia and North Macedonia
by Gabriela Luptáková, Biljana Popeska, Hristina Ristevska, Tibor Balga, Ilija Klincarov and Branislav Antala
Educ. Sci. 2025, 15(10), 1397; https://doi.org/10.3390/educsci15101397 - 18 Oct 2025
Cited by 1 | Viewed by 565
Abstract
Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching [...] Read more.
Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching experience in Slovakia and North Macedonia, examining differences linked to the structural model type. Data were collected via a questionnaire assessing self-perceived preparedness across 11 PE domains and the need for continuous professional development. A Chi-square test compared responses between the Slovakian model (rotational sports coaches, co-teaching 1 of 3 weekly lessons) and the North Macedonian model (consistent PE teachers, co-teaching all 3 weekly lessons). Generalist teachers in both countries reported overall high preparedness, but a significant deficiency was identified in working with children with diverse learning needs (p < 0.01). North Macedonian teachers, who experience a long-term partnership with a dedicated PE teacher in all weekly PE lessons, reported being significantly better prepared across most domains (e.g., selection of equipment, p = 0.000) than Slovakian teachers, who utilize short, rotational partnerships in 1 of 3 weekly lessons. The findings suggest that the structure of the tandem teaching model is a key factor in enhancing generalist teachers’ preparedness and professional growth in QPE. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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15 pages, 265 KB  
Article
Supporting Teacher Professionalism for Inclusive Education: Integrating Cognitive, Emotional, and Contextual Dimensions
by Michal Nissim and Fathi Shamma
Educ. Sci. 2025, 15(10), 1317; https://doi.org/10.3390/educsci15101317 - 4 Oct 2025
Viewed by 1241
Abstract
This study examined how cognitive, affective, and sociocultural factors shape teachers’ readiness for inclusive education, focusing on the interplay between attitudes, emotional concerns, and self-efficacy. A survey of 149 elementary school teachers from diverse communities employed three validated instruments to assess these constructs. [...] Read more.
This study examined how cognitive, affective, and sociocultural factors shape teachers’ readiness for inclusive education, focusing on the interplay between attitudes, emotional concerns, and self-efficacy. A survey of 149 elementary school teachers from diverse communities employed three validated instruments to assess these constructs. Overall, teachers expressed moderately positive attitudes toward inclusion and relatively high levels of self-efficacy, yet emotional concerns were consistently present. Importantly, correlational analyses revealed that emotional concerns fully mediated the relationship between attitudes and self-efficacy, underscoring the central role of affective dimensions in shaping teachers’ professional confidence. Teachers with prior training or direct experience with students with disabilities reported lower emotional concerns, suggesting the value of practice-based professional learning opportunities. Sociocultural differences also emerged, with differences across communities, pointing to the influence of communal norms on emotional readiness for inclusion. These findings highlight the need to reconceptualize teacher professionalism in inclusive education as integrating cognitive, emotional, and contextual dimensions. Implications include designing professional development programs that combine knowledge, practice, and emotional preparedness, alongside culturally responsive approaches tailored to minority communities. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)

Other

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19 pages, 571 KB  
Systematic Review
Empowering Teacher Professionalism Through Personalized Continuing Professional Learning: A Systematic Literature Review Using a Multidimensional Approach to Self-Assessment and Growth
by Orit Avidov-Ungar
Educ. Sci. 2025, 15(12), 1686; https://doi.org/10.3390/educsci15121686 - 15 Dec 2025
Abstract
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges [...] Read more.
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges include resource constraints, institutional rigidity, and the need for career-stage-specific support. Adaptive strategies for diverse teaching contexts are discussed. A self-assessment multidimensional model is proposed to set personalized professional goals and align their development with broader educational needs. Findings have practical implications for policy and practice, highlighting how PCPL can foster continuous growth and improved teaching efficacy. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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26 pages, 2201 KB  
Essay
Integrating Systems Thinking into Sustainability Education: An Overview with Educator-Focused Guidance
by Roee Peretz
Educ. Sci. 2025, 15(12), 1685; https://doi.org/10.3390/educsci15121685 - 14 Dec 2025
Abstract
This narrative review synthesizes conceptual frameworks, empirical evidence, and pedagogical approaches that support the integration of systems thinking into sustainability education across K–12 and higher education. Publications were purposively selected based on conceptual significance, empirical rigor, pedagogical relevance, and contextual diversity, with searches [...] Read more.
This narrative review synthesizes conceptual frameworks, empirical evidence, and pedagogical approaches that support the integration of systems thinking into sustainability education across K–12 and higher education. Publications were purposively selected based on conceptual significance, empirical rigor, pedagogical relevance, and contextual diversity, with searches conducted across Web of Science, Scopus, ERIC, and Google Scholar. The analysis identified several recurring instructional patterns, as follows: the use of feedback-loop reasoning to connect scientific and social systems; the role of conceptual modeling and visual representations; and the value of inquiry-based, project-based, and socio-scientific issue frameworks in promoting systems-oriented understanding. Across educational levels, the review highlights consistent evidence that systems thinking can be taught effectively when learning activities scaffold students’ construction of system models, encourage interdisciplinary reasoning, and explicitly address dynamic processes such as accumulation, time delays, and unintended consequences. Case examples from K–12 and teacher education illustrate how visual modeling, simulations, and carefully designed task structures foster deeper understanding of socio-ecological interactions. The review also identifies key implications for curriculum design, teacher professional development, and assessment, emphasizing the need for sustained integration rather than one-time activities. Overall, this synthesis demonstrates that systems thinking is a foundational competency for sustainability education and provides educators with practical frameworks, strategies, and examples for meaningful classroom implementation. The findings underscore the importance of aligning pedagogical design, curricular structures, and assessment practices to cultivate students’ ability to reason about complex systems. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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23 pages, 1450 KB  
Systematic Review
Promoting Effective Vocational Education and Training Teacher’s Professional Development and Its Transfer to Practice: A Systematic Review
by Gunta Siliņa-Jasjukeviča, Inese Lūsēna-Ezera, Dzintra Iliško and Svetlana Surikova
Educ. Sci. 2025, 15(5), 596; https://doi.org/10.3390/educsci15050596 - 12 May 2025
Cited by 2 | Viewed by 6450
Abstract
This systematic review explores key characteristics of effective vocational education and training (VET) teachers’ professional development and the transfer of its results into educational practice. Through thematic analysis of 24 journal articles indexed in Scopus and/or Web of Science from 2014 to 2024, [...] Read more.
This systematic review explores key characteristics of effective vocational education and training (VET) teachers’ professional development and the transfer of its results into educational practice. Through thematic analysis of 24 journal articles indexed in Scopus and/or Web of Science from 2014 to 2024, the review identifies ten features of effective professional development and eight attributes supporting its transfer to practice. Effective professional development and its transfer emphasise reflection, engagement in professional communities of practice, and targeted approaches that address VET teachers’ needs. While effective professional development focuses on providing relevant, active, and collaborative learning experiences, effective transfer to practice places additional emphasis on teachers’ capacity, transformative leadership, personally significant, authentic, transformative, and supportive learning experiences that ensure new knowledge and skills are effectively applied in daily professional activities. This review offers recommendations to enhance the systematic organisation of professional development, promoting more targeted approaches to improve teaching quality in VET. Full article
(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)
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