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Education Sciences
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Enhancing Teacher Education: Innovations and Challenges in Professional Development and...
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Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 October 2024) | Viewed by 5465

Special Issue Editor

Prof. Dr. Sonia Blandford

E-Mail Website
Guest Editor
Research, Plymouth Marjon University, Plymouth, UK
Interests: teaching and learning; teachers continuing professional development; education leadership; special education needs; teacher recruitment and retention

Special Issue Information

Dear Colleagues,

Initial Teacher Training marks the start of entry into the profession. Since the 1800s, teacher training has been delivered, researched and supported by the university sector, culminating in the 1960s with the establishment of degree and postgraduate education programmes, the majority of which included Qualified Teachers Status. In the 1990s and 2000s, School-Centred Initial Teacher Training programmes and Teach First were developed in the context of a teacher recruitment and retention crisis. Thirty years on, I write at a time of a deeper crisis in the profession—a significant reduction in teacher recruitment of up to 50% in England, with at least one in three teachers leaving the profession in England. The response to this crisis has been the marketisation of initial teacher training, leading to the creation of the National Institute of Teaching and the subsequent closure of 61 of 240 university-supported or university-delivered teacher training courses in England. Decisions made by central government in England have reduced the number of teacher training opportunities. The practical implications of these policies are dire, with children starting their primary education in classes over the recommended number of 30 students and secondary schools unable to deliver lessons with qualified, graduate teachers in STEM and arts subjects.

Prof. Dr. Sonia Blandford
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 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 recruitment and retention
  • teacher education
  • teacher professional development

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Published Papers (4 papers)

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Research

19 pages, 1538 KiB  
Article
The Early Career Framework: Why Context Matters for Teacher Professional Development
by Tanya Ovenden-Hope and Holly Kirkpatrick
Educ. Sci. 2024, 14(11), 1261; https://doi.org/10.3390/educsci14111261 - 18 Nov 2024
Viewed by 773
Abstract
The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional [...] Read more.
The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs’ professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
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18 pages, 271 KiB  
Article
Exploring In-Service Science Teachers’ Self-Perceptions of Competence and Pedagogical Approaches to Socioscientific Issues in Education
by Arberore Bicaj, Fatlume Berisha and Rachel Gisewhite
Educ. Sci. 2024, 14(11), 1249; https://doi.org/10.3390/educsci14111249 - 14 Nov 2024
Viewed by 691
Abstract
Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly [...] Read more.
Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly influenced science education research, improving students’ ability to apply scientific knowledge in real-world contexts and advancing functional scientific literacy. Given the strong evidence that socioscientific issues (SSI) enhance scientific literacy and social responsibility skills, understanding SSI role in science education is crucial for developing countries aiming to boost economic and social growth. This research aimed to understand the in-service science teacher’s self-perception, knowledge, and experiences, as well as the benefits and challenges of integrating socioscientific issues into education. This qualitative research analysis employed a thematic analysis approach to research and data analysis from the responses of 54 in-service science teachers. All participants responded to the online open-ended questionnaire, which consisted of open-ended questions. The results highlight that in-service science teachers face challenges such as inadequate school environments, social pressures, and limited professional support, all of which hinder effective teaching of socioscientific issues. Furthermore, most of the in-service science teacher participants in the study were unaware of SSI, which suggests that there is a need for targeted professional development. The research suggests that it is crucial to address these challenges and enhance the knowledge and understanding of in-service science teachers regarding SSI to facilitate curriculum reform and the overarching goal of promoting citizens’ educational and economic development. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
17 pages, 321 KiB  
Article
Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs
by Rongrong Xu, Alfredo Bautista and Weipeng Yang
Educ. Sci. 2024, 14(5), 479; https://doi.org/10.3390/educsci14050479 - 1 May 2024
Viewed by 1202
Abstract
Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool [...] Read more.
Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
18 pages, 252 KiB  
Article
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
by Nurit Chamo
Educ. Sci. 2024, 14(5), 459; https://doi.org/10.3390/educsci14050459 - 25 Apr 2024
Viewed by 2021
Abstract
In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional [...] Read more.
In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen and scrutinizes its central role in shaping a cohesive professional identity. Over a two-year period, data were gathered from 42 leading teachers in elementary and high schools using a phenomenological approach. The findings reveal a paradox: despite the visibility of teachers in their communities, expressions of a lack of professional visibility persist in their continuing professional development (CPD). However, visibility is crucial for research participants, serving as a catalyst for shaping their professional identity. This identity formation involves four key processes: recognizing one’s developmental journey, reflecting on professional experiences within a timeframe, fostering introspection, and reconstructing identity based on reflection outcomes. This iterative process signifies continuous evolution and analysis. Full article
(This article belongs to the Special Issue Enhancing Teacher Education: Innovations and Challenges in Professional Development and Training)
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