Teacher Education: Innovative Practices and Challenges Preventing School Failure

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

Deadline for manuscript submissions: closed (30 April 2024) | Viewed by 822

Special Issue Editor

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Guest Editor
1. Department of Psychology, National and Kapodistrian University of Athens, 15784 Zografou, Greece
2. Institute of Informatics & Telecommunications, National Centre for Scientific Research “Demokritos”, 15310 Agia Paraskevi, Greece
Interests: ICTs in education; cognition; measurement; psychological assessment; inclusion

Special Issue Information

Dear Colleagues,

School failure describes a situation where a student experiences significant academic difficulties and does not meet the expected learning outcomes, leading to a lack of progress and achievement in the educational system. It can take the form of repeated low grades, high dropout rates, or disengagement from learning activities. School failure can have negative effects on students' self-esteem, motivation, and future opportunities.

Assessment in early childhood and the identification of students "at risk" can significantly contribute to preventing school failure. Early assessment allows teachers to identify students who may face academic, social, or emotional challenges and provide timely and targeted interventions to address these issues (Reynolds et al., 2004). There is evidence that early interventions can have a lasting impact on a child's educational journey and lead to improved outcomes later (Bierman et al., 2008).

Teacher education programs can contribute to the development and implementation of innovative teaching methods and approaches. This could include the integration of Ιnformation and Communication Technologies into the classroom, active learning strategies, project-based learning, as well as cooperative learning. Innovative pedagogical techniques can better engage students, promote critical thinking, and respond to diverse learning needs (Darling-Hammond et al., 2020). In addition, it is important to support the continuing professional development of teachers by encouraging and motivating them to stay up to date with research, best practices and innovative approaches. This continuous development can lead to more effective teaching methods and better student outcomes (Guskey & Yoon, 2009).

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Assessment in early childhood and identification of students “at risk”;
  • Assessment for early intervention;
  • Innovative educational tools for assessment and/or intervention;
  • Teacher education for the 21st century;
  • Teachers’ skills and confidence;
  • Information and Communication Technology skills of teachers;
  • Implementation of inclusive and no child left behind practices;
  • Increasing student engagement;
  • Targeting low-achieving students;
  • Curriculum reform;
  • Support of vulnerable learners;
  • Teachers’ capacity building for inclusion;
  • Promotion of well-being in schools;
  • The role of the teacher in student motivation.

We look forward to receiving your contributions.


Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and psychopathology, 20(3), 821–843.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied developmental science, 24(2), 97–140.

Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi delta kappan, 90(7), 495–500.

Reynolds, A. J., Ou, S. R., & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child‐Parent Centers. Child development, 75(5), 1299–1328.

Dr. Marios A. Pappas
Guest Editor

Manuscript Submission Information

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  • school failure
  • teacher education
  • early assessment
  • intervention
  • inclusion

Published Papers (1 paper)

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17 pages, 364 KiB  
A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
by Christina Tsaliki, Penelope Papadopoulou, Georgios Malandrakis and Petros Kariotoglou
Educ. Sci. 2024, 14(6), 621; https://doi.org/10.3390/educsci14060621 - 9 Jun 2024
Viewed by 360
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends [...] Read more.
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends in science education (SE), putting emphasis on the inquiry approach. The basic research question guiding this study is whether science teachers’ inquiry practices and views changed, and to which extent, long after their participation in the PD program. Teachers’ practices were recorded, both during and after the PD, through non-participatory observation and were analysed through a semi-quantitative method. Teachers’ views were also recorded both during and after PD through structured questionnaires and reflective interviews, producing qualitative data that were analysed. Findings are encouraging concerning the preservation of guided inquiry practices obtained during the program, while more open inquiry practices proved to be limited. Teachers’ views concerning inquiry remained positive, also maintaining their innovative character. Full article
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