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Education Sciences
Special Issues
Innovation in Teacher Education and Teacher Professional Development through Partnerships
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Innovation in Teacher Education and Teacher Professional Development through Partnerships

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

Deadline for manuscript submissions: closed (19 April 2024) | Viewed by 6401

Special Issue Editors

Prof. Irit Sasson

E-Mail Website
Guest Editor
Department of Education, Tel Hai College, Upper Galilee 1220800, Israel
Interests: science education; educational effectiveness research; educational change; pedagogy; innovative learning spaces; teachers’ professional development
Dr. Shirley Miedijensky

E-Mail Website
Guest Editor
Faculty of Graduate Studies, Oranim College, Tivon 3600600, Israel
Interests: science education; STEM education; gifted education; self-regulation; metacognition; assessment; teachers’ professional development; innovative learning environments

Special Issue Information

Dear Colleagues,

The quality of teacher education and teacher professional development has been acknowledged as an important factor influencing teaching, learning, and students’ achievements. Professional development programs (PDPs) are an important tool with which teachers increase their knowledge and skills, change beliefs, and develop their educational practices. Therefore, these programs are fundamental to any effective educational innovation effort. Innovations appear to answer critical issues in education. Innovation is crucial in a continuously changing and challenging world, and educational practitioners must adjust and adapt changes to the curriculum while implementing innovative pedagogical practices.

This Special Issue deals with innovation in teacher education and teacher professional development through partnerships. Partnerships comprise networks that connect educators with various partners such as community groups, training providers, researchers, industry, and government organizations to work on local issues and community-building activities to improve education. Partnership includes active and committed involvement when the partners share responsibility for a joint activity to achieve specific goals.

Therefore, we invite you to submit research papers (qualitative/ quantitative/ mixed methods) focused on teacher education process (both initial teacher preparation and teachers’ continuing professional development). To this end, we welcome manuscripts that address topics that include, among others:

  • Innovative teacher education and/or teacher professional development programs that demonstrate partnerships in formal or informal educational settings.
  • Professional Learning Communities (PLCs) that are based on partnerships.
  • Research–Practice Partnerships (RPPs) as long-term collaborations between practitioners and researchers to investigate problems in practice and solutions for educational improvement.
  • Professional Development Schools (PDSs) as collaborations between schools and universities to support the learning of prospective and experienced teachers while simultaneously restructuring schools and schools of education.
  • Participatory Design (PD) approaches to support mutual learning through equitable partnerships of communities and experts through the design of an innovative teacher education and/or teacher professional development intervention.

We look forward to receiving your contributions.

Prof. Irit Sasson
Dr. Shirley Miedijensky
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

  • innovation in education
  • teacher education
  • teacher professional development
  • partnerships
  • professional learning communities (PLCs)
  • research–practice partnerships (RPPs)
  • professional development schools (PDSs)
  • participatory design (PD)

Published Papers (6 papers)

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Research

14 pages, 1659 KiB  
Article
Professional Learning Communities of Student Teachers in Internship
by Peter Theurl, Eva Frick and Elvira Barrios
Educ. Sci. 2024, 14(7), 706; https://doi.org/10.3390/educsci14070706 - 28 Jun 2024
Viewed by 472
Abstract
Since the early 1990s, professional learning communities (PLCs) have been widely recognized as an effective, extensively researched approach to professional development, school improvement, and student learning enhancement as well as leadership development within educational settings. Nevertheless, there remains a scarcity of research concerning [...] Read more.
Since the early 1990s, professional learning communities (PLCs) have been widely recognized as an effective, extensively researched approach to professional development, school improvement, and student learning enhancement as well as leadership development within educational settings. Nevertheless, there remains a scarcity of research concerning the impact of this approach to professional development within the context of initial teacher education. The present study is one of the first to systematically examine the possibilities and potential of PLCs for student teachers in their practical pedagogical studies (internship). In particular, the study examines whether Student-Teacher PLCs (ST-PLCs) can be implemented in pre-teacher education and the perceptions of student teachers concerning their participation and professional learning within an ST-PLC. A total of 56 students from the University of Education Vorarlberg (Austria), the University of Málaga (Spain), and the European University Cyprus participated in the study, responding to an online questionnaire and engaging in focus-group interviews. The data collected indicated that ST-PLCs serve as a robust strategy for collaborative learning and the development of professional competencies. An analysis of the qualitative data showed that ST-PLCs are spaces where the reflection and analysis of teaching-related topics are stimulated, supported, shared, encouraged, and enhanced. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
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16 pages, 261 KiB  
Article
Partnerships in STEAM: How Collaborating with STEAM Experts Impacts K-12 Teachers’ Abilities to Implement STEAM Lessons in the Classroom
by Talia Capozzoli Kessler, Katherine L. Boice, Jayma Koval, Justina R. Jackson, Jasmine Choi, Meltem Alemdar, Sabrina Grossman, Keisha Simmons and Marion Usselman
Educ. Sci. 2024, 14(6), 666; https://doi.org/10.3390/educsci14060666 - 19 Jun 2024
Viewed by 504
Abstract
K-12 teacher professional development in STEAM (Science, Technology, Engineering, Arts, and Mathematics) is often utilized to enhance teachers’ abilities to use STEAM pedagogical methods in the classroom. One such program is GoSTEAM, a five-year initiative centered on K-12 teacher professional development in STEAM. [...] Read more.
K-12 teacher professional development in STEAM (Science, Technology, Engineering, Arts, and Mathematics) is often utilized to enhance teachers’ abilities to use STEAM pedagogical methods in the classroom. One such program is GoSTEAM, a five-year initiative centered on K-12 teacher professional development in STEAM. Teachers participating in GoSTEAM collaborate on the implementation of STEAM lessons and activities with an Innovator-in-Residence, who is an individual with experience in a STEAM field, often from a local community organization or university. This study analyzes focus group findings from teachers and school administrators to assess how the partnership with the Innovator-in-Residence impacts teachers’ professional development in STEAM. The findings suggest teachers and administrators perceived there to be several impacts on teachers’ professional development as a result of the partnership, such as the development of STEAM skills and making connections between STEAM, district standards, and real-world concepts. As such, the results of this study indicate that a teacher’s professional development in STEAM can be impacted by an ongoing partnership and collaboration with community partners and those experienced in STEAM fields. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
14 pages, 248 KiB  
Article
Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory
by Outi Haatainen, Johannes Pernaa, Reija Pesonen, Julia Halonen and Maija Aksela
Educ. Sci. 2024, 14(6), 649; https://doi.org/10.3390/educsci14060649 - 16 Jun 2024
Viewed by 795
Abstract
This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, [...] Read more.
This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
20 pages, 1061 KiB  
Article
Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities
by Andrea R. Harkins-Brown, Nicholas Gillon and Andrea Schanbacher
Educ. Sci. 2024, 14(5), 475; https://doi.org/10.3390/educsci14050475 - 30 Apr 2024
Viewed by 1224
Abstract
Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education [...] Read more.
Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
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16 pages, 227 KiB  
Article
Learning the Practice from the Practice: Theory–Practice Courses in Teacher Education
by Orit Oved and Nirit Raichel
Educ. Sci. 2024, 14(2), 185; https://doi.org/10.3390/educsci14020185 - 12 Feb 2024
Viewed by 1231
Abstract
In teacher education programs, it is important to deepen knowledge alongside developing practices through practical experience. One practice of the Professional Development School’s (PDS) model in clinical experience is designing courses linking theory to practice. The present study examines the perception of the [...] Read more.
In teacher education programs, it is important to deepen knowledge alongside developing practices through practical experience. One practice of the Professional Development School’s (PDS) model in clinical experience is designing courses linking theory to practice. The present study examines the perception of the administrative officers in colleges of education in Israel regarding the Ministry of Education’s Theory–Practice (TP) courses and the challenges in implementing them in the curriculum. This study was conducted in 16 state academic colleges for education and 37 administrative personnel participated: presidents, vice presidents, rectors, deans, and heads of courses and practical training. A semi-structured interview was used, and the data was analyzed thematically. The research participants believe that TP courses as a tool implemented as part of the PDS model may be effective in training teachers to integrate theory with practical experience. The participants raised three major challenges to implementation: systemic, pedagogical, and organizational. The participants emphasize that designing and implementing TP courses is a complex, slow process requiring organizational change and the mindset of administration and teaching staff at both the colleges of education and the schools. Long-term assessment is required to examine the effect of reducing hours dedicated to education theory and subject knowledge. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
18 pages, 836 KiB  
Article
Research–Practice Partnership in a Professional Development Program: Promoting Youth at Risk
by Shirley Miedijensky and Irit Sasson
Educ. Sci. 2024, 14(2), 132; https://doi.org/10.3390/educsci14020132 - 28 Jan 2024
Cited by 1 | Viewed by 999
Abstract
Research–Practice Partnerships (RPPs) embody enduring collaborations between practitioners and researchers that systematically address practical challenges to enhance education. This study describes research conducted within the framework of an RPP in which researchers were united with an educational association tasked with leading a professional [...] Read more.
Research–Practice Partnerships (RPPs) embody enduring collaborations between practitioners and researchers that systematically address practical challenges to enhance education. This study describes research conducted within the framework of an RPP in which researchers were united with an educational association tasked with leading a professional development program (PDP) for teachers serving youth at risk. This study focuses on demonstrating a model for evaluating the implementation of the program’s educational philosophy among PDP participants. This comprehensive model comprises three interlinked components: cultivating awareness of the educational philosophy, fostering a profound comprehension of its principles, and facilitating the application of practices aligned with this philosophy. To investigate these dimensions, we drew upon data gathered through a survey administered to 140 educators and through in-depth interviews with 22 members of the educational staff. By examining these three pivotal components, we not only dissect the implementation process but also identify strengths and weaknesses, paving the way for a tailored intervention strategy. Beyond the immediate implications for program improvement, this research underscores the program’s reciprocal benefits for both researchers and practitioners. It holds the potential to influence the professional development of those involved, concurrently enriching the broader research community with invaluable insights gained from real-world educational contexts. Full article
(This article belongs to the Special Issue Innovation in Teacher Education and Teacher Professional Development through Partnerships)
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