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Education Sciences
Special Issues
Education for Early Career Teachers
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Education for Early Career Teachers

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

Deadline for manuscript submissions: 10 August 2025 | Viewed by 1262

Special Issue Editors

Prof. Dr. Donna Pendergast

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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
Prof. Dr. Susanne Garvis

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Guest Editor
Griffith Institute for Educational Research, Griffith University, Mount Gravatt, QLD 4122, Australia
Interests: teacher education; early childhood; health and wellbeing
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In the context of global teacher shortages, there is growing recognition of the importance of not only attracting those interested in becoming teachers but also inducting and retaining early-career teachers. This Special Issue, Education for Early-Career Teachers, considers the entry, induction, and experiences of teachers as they began their journey and travel through their early years in the workforce. 

This Special Issue will bring together the most recent research, ideally conducted since the COVID-19 pandemic.  The pandemic has had global effects on the teaching profession, profoundly impacting schooling and teachers’ work, leading to a change in context and efforts to retain early-career teachers. This Special Issue requests contributions that capture stories about the transition into the workforce, induction and the early years of teaching to ensure that early-career teachers are well prepared for the profession. Accelerated programs to address shortages have and will continue to shape the emerging generation of teachers, adding unique complexity.

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

  • Accelerated initial teacher education programs’ practices and impacts;
  • Transition to the workplace;
  • Induction programs;
  • Development of professional identity;
  • Early-career teacher wellbeing;
  • Career progression expectations;
  • Changing working conditions of teachers—increased demand for flexibility;
  • Other related research and reviews.

We look forward to receiving your contributions.

Prof. Dr. Donna Pendergast
Prof. Dr. Susanne Garvis
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

  • transition
  • induction
  • early-career teachers
  • teaching workplaces
  • wellbeing

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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

12 pages, 234 KiB  
Article
Sources of Support and Their Benefits for New Primary School Teachers in Switzerland
by Anja Winkler and Daniela Freisler-Mühlemann
Educ. Sci. 2025, 15(5), 612; https://doi.org/10.3390/educsci15050612 - 16 May 2025
Viewed by 29
Abstract
In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. [...] Read more.
In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. To identify the forms of support that meet the needs of teachers entering the profession, we investigated this issue through semi-structured interviews and a complex code configuration. The results showed that various sources of support ease teachers’ entry into the profession. Central aspects include exchanging teaching experiences and receiving reassurance related to their teaching practice. It is therefore conducive to the careers of new teachers if the school culture promotes looking for and accepting help, asking questions, and the exchange of teaching material. Full article
(This article belongs to the Special Issue Education for Early Career Teachers)
9 pages, 487 KiB  
Article
Preservice Teachers’ Beliefs About Creative Teachers and Good Teachers
by Qianyi Gao and Meihua Qian
Educ. Sci. 2025, 15(4), 443; https://doi.org/10.3390/educsci15040443 - 1 Apr 2025
Viewed by 331
Abstract
Preservice teachers’ beliefs play an important role in shaping their future instructional practices. While creativity is increasingly recognized as a key element in education, little is known about how preservice teachers perceive creative versus good teachers. The current study explored preservice teachers’ views [...] Read more.
Preservice teachers’ beliefs play an important role in shaping their future instructional practices. While creativity is increasingly recognized as a key element in education, little is known about how preservice teachers perceive creative versus good teachers. The current study explored preservice teachers’ views on the characteristics associated with creative and good teachers, identifying both shared and unique attributes. A total of 438 preservice teachers participated in this study. The results revealed that preservice teachers value relationship building, professional competence, and creativity in both categories. Notably, the emphasis on creativity in both creative and good teachers suggests an evolving perspective on teaching that highlights the significance of fostering creativity in classrooms. Additionally, good teachers were associated with a wider range of social and personality traits, whereas creative teachers were characterized by a stronger focus on adaptability and leadership. The findings underscore the need for teacher education programs to adopt an integrative approach that values both teaching effectiveness and creativity, ensuring that future educators are well-prepared to meet the demands of 21st-century education. Full article
(This article belongs to the Special Issue Education for Early Career Teachers)
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22 pages, 429 KiB  
Article
Teaching While Learning: Challenges and Opportunities for Pre-Service Teachers in Addressing Australia’s Teaching Workforce Shortage
by Rozi Binte Rahmat, Loretta Bowshall-Freeman, Kerry Bissaker, Siyu Duan, Chris Morrissey, Matthew Winslade, Kathleen Plastow, Catherine Reid and Anne McLeod
Educ. Sci. 2025, 15(4), 423; https://doi.org/10.3390/educsci15040423 - 27 Mar 2025
Viewed by 502
Abstract
This study examines the experiences of pre-service teachers (PSTs) participating in Australian state-and-territory-specific programs that address teacher workforce shortages in Australia. Using a multi-methods approach, data from surveys and interviews are used to explore the impact of these programs on PSTs’ academic outcomes, [...] Read more.
This study examines the experiences of pre-service teachers (PSTs) participating in Australian state-and-territory-specific programs that address teacher workforce shortages in Australia. Using a multi-methods approach, data from surveys and interviews are used to explore the impact of these programs on PSTs’ academic outcomes, professional learning, and well-being. Situated learning theory underpins the analysis, emphasising communities of practice, legitimate peripheral participation, and self-identity development. The findings reveal significant benefits such as accelerated career growth, enhanced confidence, and the integration of theory and practice. Enablers include school mentorship, university flexibility, and financial compensation inclusive of paid teaching programs. However, challenges persist, including emotional and workload pressures, inconsistent mentorship, and ambiguous application processes. This study recommends improving policy implementation and support structures, advocating for streamlined application processes, strategic workload management, and enhanced mentorship. These findings could contribute to understanding the competing demands of PSTs and inform policy improvements for future educators. Full article
(This article belongs to the Special Issue Education for Early Career Teachers)
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