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Education Sciences
Special Issues
Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities
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Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities

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

Deadline for manuscript submissions: 31 January 2025 | Viewed by 1703

Special Issue Editors

Prof. Dr. Jonathan Glazzard

E-Mail Website
Guest Editor
School of Education, University of Hull, Cottingham Road, Hull, UK
Interests: teacher education; mental health; social justice; literacy; disability; LGBTQ+
Special Issues, Collections and Topics in MDPI journals
Dr. Mark Minott

E-Mail Website
Guest Editor
School of Education, University of Hull, Cottingham Road, Hull, UK
Interests: reflective learning and teaching; teacher education; music education; educational technology; teaching and learning; teachers' professional development; church music; qualitative research methods; differentiated instructions

Special Issue Information

Dear Colleagues,

Teacher education should play a fundamental role in advancing social justice. In some countries, the education sector is highly regulated, and prescriptive curricula for pre-service teachers is both reductionist and positions teachers as technicians. There are significant global concerns relating to teacher attrition, burnout, mental health and poor job satisfaction, and pre-service teachers need to be both resilient and well prepared in order for them to be enabled to address increasing diversity in classrooms. In this respect, this Special Issue will explore some of these challenges and explore approaches for placing social justice at the heart of teacher education courses. In addition, the transition from pre-service teacher to qualified teacher is not always smooth, and changing policies within a highly regulated and marketized teacher education sector means that serving teachers need high-quality continuing professional development and education. Given this background, we invite articles that explore these issues, and we welcome a diverse range of methods and methodologies. We are particularly interested in qualitative studies that draw on creative methodologies and methods.

Suggested themes：

  • Teacher education curriculum;
  • Social justice and teacher education;
  • Teacher mental health and resilience;
  • Teacher preparation for diverse classrooms;
  • Effective partnerships with schools;
  • Transition to early career teachers;
  • Continuing professional development and education.

Prof. Dr. Jonathan Glazzard
Dr. Mark Minott
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

  • social justice
  • inclusion
  • partnerships
  • teaching
  • curriculum

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Published Papers (1 paper)

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Research

27 pages, 2215 KiB  
Article
From Welcoming Newly Arrived Migrant Students to Creating an Inclusive and Hospitable Environment: The Proposal from the Universe School
by Mar Badia Martín and Adriana Devant Cerezo
Educ. Sci. 2024, 14(10), 1122; https://doi.org/10.3390/educsci14101122 - 16 Oct 2024
Viewed by 963
Abstract
In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of [...] Read more.
In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of migrating. Implementing intercultural education, working on socio-emotional skills, and helping to build a support network can be protective factors in improving the students’ development. This project was implemented in a Barcelona public school and aimed to identify the needs of newcomer students and enhance their inclusion. A questionnaire administered to 30 teachers revealed low knowledge about migratory mourning and intercultural education. Consequently, training sessions addressed to the school’s teaching staff were developed to provide them with the necessary knowledge and skills to deal with these topics. Interviews were conducted with the newly arrived children, specifically with 12 of them. They revealed a need for emotional support, the presence of migratory mourning, and a lack of a support network and socio-emotional skills. Students have appreciated the active listening and the opportunity to share their migration process. Teachers feel more empowered to support students in the migration mourning process after the training sessions. Feedback after the training sessions highlighted the clarity, ease of understanding, and usefulness of the material shared positively. The project lays the groundwork for more inclusive and intercultural initiatives in the school. Integrating the provided training into the teacher training curriculum could have a significant impact, better equipping educators to support recently arrived migrant students. Full article
(This article belongs to the Special Issue Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities)
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