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Education Sciences
Special Issues
Teacher Educators’ Professional Development
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Teacher Educators’ Professional Development

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

Deadline for manuscript submissions: closed (31 March 2024) | Viewed by 8756

Special Issue Editors

Dr. Katherine Main

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Meadowbrook, QLD 4222, Australia
Interests: middle school/junior secondary reform; the need for targeted professional development to build teacher efficacy, including collective efficacy
Prof. Dr. Donna Pendergast

E-Mail Website
Guest Editor
School of Educaiton and Professional Studies, Griffith University, Southport, QLD 4222, Australia
Interests: curriculum and pedagogy; education systems; specialist studies in education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We would like to personally invite you to submit a manuscript for the upcoming Special Issue centering on teacher educators’ professional development, to be published in Education Sciences.

The purpose of this Special Issue is to highlight research and evidence about approaches to and the delivery of teacher educators’ professional development. Effective professional development can increase teachers’ sense of efficacy and, in turn, improve the learning outcomes for students. Globally, national and state policies, together with societal pressures, have placed a growing emphasis on the quality of teaching. With strong evidence that continuing professional development is the key to raising teacher quality, researchers continue to investigate the changing landscape of what features and activities constitute effective professional development.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) research that conceptualizes teacher professional development; the many and diverse forms that professional development can take; the role and responsibility of those who deliver professional development programs to teacher educators; and the increasing use of online technologies to improve accessibility and equitable access to quality professional development.

This Special Issue has the potential to contribute to the growing body of literature on what constitutes effective teacher professional development from the perspective of teachers and those who deliver professional development programs.

To be considered for this Special Edition, we ask that you submit a structured abstract (see Mosteller, Nave, and Miech, 2004) to Associate Professor Katherine Main via email (k.main@griffith.edu.au) for review by October 15, 2023. Upon review and approval, the deadline for the full manuscript is March 15, 2024.

Please consider submitting to this important Special Issue. An informational flyer is attached for your review. Feel free to contact us directly if you have any questions.

We look forward to receiving your contributions.

Dr. Katherine Main
Prof. Dr. Donna Pendergast
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 professional development
  • teacher efficacy
  • quality teaching

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

Published Papers (3 papers)

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Research

26 pages, 3610 KiB  
Article
The Effectiveness of a MOOC as a Form of Professional Learning: An Examination of an Adolescent Learner Social and Emotional Well-Being Course
by Donna Pendergast, Katherine Main and Sarah McManus
Educ. Sci. 2024, 14(10), 1114; https://doi.org/10.3390/educsci14101114 - 14 Oct 2024
Cited by 1 | Viewed by 2530
Abstract
Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because [...] Read more.
Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because of a recognized need for professional learning related to this topic. It was purposely designed for delivery as a MOOC and was designed as a 6h program around four topics to be completed over two weeks in asynchronous mode. It was delivered seven times from 2019 to 2023, with 32,969 individuals enrolled across these deliveries. The effectiveness of engaging in the course for professional learning purposes is of particular interest to this study. To that end, a convergent mixed methods study was conducted. First, quantitative and qualitative survey data collected at various course stages were examined to reveal the demographic characteristics of participants and their experiences in the course using data from surveys and comments about their experiences. The findings revealed, among other factors, that 65% were female, with just under half (47%) aged 45 years or less, nearly half (44%) held a bachelor’s degree as their highest level of qualification, and 48% were employed within the teaching and education sector. The most active learners were from Europe (48%) and Asia (27%), with active learners from a total of 178 countries. The course has a high course retention index, with 51% of learners completing 51% of the course and 8383 learners completing 90% or more of the course. The qualitative findings reveal the strongly positive experiences reported by the active participants. Secondly, we examined the effectiveness of the MOOC for participants’ professional learning needs by assessing the course using a framework with ten domains related to its core design features, modified for use by the course designers as a self-reflective tool. We found that the domains that scored the lowest were collaboration, interactivity, and, to a lesser extent, pedagogy. The study’s limitations include the incomplete data provided as part of the MOOC protocols, and the use of a self-reflection tool, which may inadvertently incorporate bias. This study points to these gaps in the data, including the need to access longitudinal data that go beyond a focus on the design of courses to extend to the impact and outcomes of the experience. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
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14 pages, 762 KiB  
Article
Cooperating Teachers’ Perceptions and Contributions to Preservice Teachers’ Professional Identities
by Catarina Amorim and Elsa Ribeiro-Silva
Educ. Sci. 2024, 14(2), 167; https://doi.org/10.3390/educsci14020167 - 5 Feb 2024
Cited by 3 | Viewed by 2133
Abstract
Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to [...] Read more.
Research on teachers’ socialisation years after they begin teaching in schools has not been extensively undertaken, and there are significant long-term consequences for how these experiences in organisational socialisation influence the quality of physical education programs. The purpose of this study was to determine how cooperating teachers perceive their role in the development of preservice physical education teachers’ professional identities. We used a qualitative methodology, gathering data through semi-structured interviews. Seven cooperating physical education teachers (five female and two male) with between 22 and 40 years of service were interviewed. The data were analysed through thematic content analysis using a constant comparative modality. The interview questions were categorised into three themes: reasons for being a cooperating teacher, the role of the cooperating teacher, and the professional identity of the cooperating teacher. The findings suggest various interpretations of the cooperating teacher’s role and ways of working. The most important skills to have in order to be a cooperating teacher appear to be related to how they were socialised and how they continue to experience the socialisation process during organisational socialisation, as well as the career phase in which they currently find themselves. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
23 pages, 1811 KiB  
Article
I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning
by Anthony Muro Villa III, Quentin C. Sedlacek and Holly Yvonne Pope
Educ. Sci. 2023, 13(9), 964; https://doi.org/10.3390/educsci13090964 - 21 Sep 2023
Cited by 2 | Viewed by 3308
Abstract
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of [...] Read more.
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers’ (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers’ TPACK-G, and corroboration between the surveys and interviews showed teachers’ expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers’ conceptualizations of equity and cultural relevance varied considerably. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
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