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Education Sciences
Special Issues
Addressing Challenges in Teacher Preparation for Transformative Education
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Addressing Challenges in Teacher Preparation for Transformative Education

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

Deadline for manuscript submissions: 30 September 2025 | Viewed by 3054

Special Issue Editor

Prof. Dr. Juan Peña-Martínez

E-Mail Website
Guest Editor
Department of Didactics of Experimental Sciences, Social Sciences, and Mathematics, Complutense University of Madrid, 28040 Madrid, Spain
Interests: science education; chemistry education; transformative education; environmental education; education for sustainability; global citizenship education; inclusive education; service learning; community engagement

Special Issue Information

Dear Colleagues,

We are pleased to invite you to submit your research to this Special Issue of Education Sciences, entitled Addressing Challenges in Teacher Preparation for Transformative Education. We welcome contributions from researchers, educators, and practitioners in the field of education and teacher preparation. Submissions may include original research articles, case studies, theoretical papers, and reviews.

Our goal is to advance the preparation of future educators by equipping them with the tools and knowledge necessary for transformative and inclusive education. This Special Issue seeks to address the multifaceted challenges in preparing future educators, emphasizing innovative and transformative educational strategies. We aim to highlight effective approaches that empower educators to create inclusive, sustainable, and socially responsible learning environments.

Transformative education offers a path for students to gain the knowledge, skills, values, and attitudes necessary to tackle global challenges such as climate change, biodiversity loss, economic disparity, and social inequality. Teachers play a crucial role in this process, guiding learners to cultivate a sense of global unity and inspiring them to become proactive and responsible citizens. This Special Issue aims to compile research and effective practices aimed at equipping future educators to address these pressing educational challenges.

In this Special Issue, research areas concerning Transformative Education and Teacher Preparation may include, but are not limited to, the following:

  1. Training on active learning methodologies that promote deep understanding and critical thinking (e.g., problem-based learning, inquiry-based learning, and collaborative learning).
  2. Strategies for incorporating education for sustainability and global citizenship into teacher training.
  3. Training on inclusion and support for diverse learners, including designing inclusive practices for students with special needs and using adaptive technologies.
  4. Innovative applications of non-traditional learning environments in teacher training, e.g., exploring creative uses of spaces such as outdoor classrooms, natural settings, immersive simulations, and other unconventional environments to enhance teacher preparation.
  5. Preparing teachers to implement service learning or community engagement projects that connect academic learning with community service.
  6. Studies on the effectiveness of transformative educational practices in improving teaching and learning outcomes.
  7. Evaluation of programs and initiatives aimed at enhancing the quality of teacher preparation.
  8. Development of collaborative networks among educators, researchers, and institutions to share best practices and resources for teacher preparation.

We look forward to receiving your contributions.

Prof. Dr. Juan Peña-Martínez
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 training
  • transformative education
  • inclusive education
  • education for sustainability
  • global citizen education
  • non-traditional learning environments
  • collaborative learning spaces
  • active learning methodologies
  • service learning
  • community engagement

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

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

Published Papers (5 papers)

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Research

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11 pages, 243 KiB  
Article
Evaluative Judgment: A Validation Process to Measure Teachers’ Professional Competencies in Learning Assessments
by José Miguel Olave Astorga and Félix González-Carrasco
Educ. Sci. 2025, 15(5), 624; https://doi.org/10.3390/educsci15050624 - 20 May 2025
Abstract
This article deals with teachers’ professional development, focusing specifically on their competencies to assess learning. Research in this field has shown a lack of instruments for measuring such competencies in practicing teachers. In this context, we present the validation process of such an [...] Read more.
This article deals with teachers’ professional development, focusing specifically on their competencies to assess learning. Research in this field has shown a lack of instruments for measuring such competencies in practicing teachers. In this context, we present the validation process of such an instrument, called Classroom Evaluative Judgment, which is designed to assess teachers’ competencies in evaluating their students’ school work. We adopt a quantitative approach, with a non-experimental and sequential design. First, the instrument was subjected to content validation through expert judgment. Subsequently, a pilot test was carried out with an unintentional sample, applying statistical reliability analysis and confirmatory factor analysis to ensure the internal consistency of the instrument with respect to its theoretical basis. Finally, we validated the instrument with 266 participants, obtaining high levels of internal consistency and statistical reliability. The results support the soundness of the proposed model and its usefulness for measuring professional teaching competencies in the field of learning assessment. Its application in real contexts of professional practice could open new lines of research on the evaluative judgment of teachers and the strengthening of their evaluative identity. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
14 pages, 290 KiB  
Article
Application of Cooperative Learning and Its Relation to 3 × 2 Achievement Goals in Teachers
by Jose Antonio Prieto-Saborit, Sara Menéndez-Espina, David Mendez-Alonso, Estíbaliz Jiménez-Arberas, Jose Antonio Llosa and Paloma Nistal Hernandez
Educ. Sci. 2025, 15(5), 595; https://doi.org/10.3390/educsci15050595 - 12 May 2025
Viewed by 231
Abstract
Cooperative learning has been shown to be a highly beneficial teaching methodology for student learning and motivation. It also has huge benefits for teaching, although there is still a widespread lack of knowledge on how to implement this highly structured series of techniques. [...] Read more.
Cooperative learning has been shown to be a highly beneficial teaching methodology for student learning and motivation. It also has huge benefits for teaching, although there is still a widespread lack of knowledge on how to implement this highly structured series of techniques. In this study, teacher motivation was tested under the 3 × 2 achievement goal model to see how it relates to the application of CL in the classroom using sequential generalized estimating equation models. This theoretical model had not previously been applied to teacher motivation, and these teachers, from different educational stages and different schools, had received specific training in CL and had been monitored for one year. The results showed a high orientation towards self–approach goals, with the influence of having received such training, having more experience in applying CL and it being facilitated at the primary education stage. The implications of these results are discussed, as various facilitating factors for the use of CL in the classroom can be found. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
19 pages, 620 KiB  
Article
Teachers’ Beliefs About Mentoring Practices in Nigeria’s Public School System: A Proposed Framework to Curb Teacher Attrition
by Michael Ifarajimi, Stephen Bolaji, Jon Mason and Sulay Jalloh
Educ. Sci. 2025, 15(5), 526; https://doi.org/10.3390/educsci15050526 - 24 Apr 2025
Viewed by 363
Abstract
This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 [...] Read more.
This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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20 pages, 3072 KiB  
Article
Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community
by Sharon S. Vestal, Robert S. Burke, Larry M. Browning, Laura Hasselquist, Patrick D. Hales, Matthew L. Miller, Madhav P. Nepal and P. Troy White
Educ. Sci. 2025, 15(1), 85; https://doi.org/10.3390/educsci15010085 - 14 Jan 2025
Cited by 2 | Viewed by 1191
Abstract
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this [...] Read more.
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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Other

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29 pages, 1877 KiB  
Systematic Review
Creativity and Preservice Teachers: A Literature Review of an Underexplored Field (2014–2024)
by Yerko Muñoz-Salinas, Diego Caro-Zúñiga and Isidora Jeria
Educ. Sci. 2025, 15(3), 395; https://doi.org/10.3390/educsci15030395 - 20 Mar 2025
Viewed by 598
Abstract
This systematic literature review examines the relationship between creativity and preservice teachers in scientific publications from 2014 to 2024. Using the PRISMA methodology, 27 empirical articles were selected based on their relevance to the research focus. The study provides both a bibliometric overview [...] Read more.
This systematic literature review examines the relationship between creativity and preservice teachers in scientific publications from 2014 to 2024. Using the PRISMA methodology, 27 empirical articles were selected based on their relevance to the research focus. The study provides both a bibliometric overview of the field and a substantive analysis of existing knowledge. Key findings reveal significant dispersion within the field, a proliferation of diverse definitions of creativity, and limited attention to the specific characteristics of preservice teachers in the research. Four central themes emerged: beliefs about creativity, personal characteristics, the creative processes, and teaching for creativity. These themes highlight the fragmented yet evolving nature of the discourse. The paper underscores the necessity of more comprehensive research approaches that transcend methodological individualism and better capture the domain-specific nature of creativity in preservice teachers. By integrating these perspectives, the study aims to advance a more cohesive understanding of how creativity can be cultivated in teacher preparation. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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