Transformation and Sustainability in Science Teacher Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 30 September 2027 | Viewed by 4
Special Issue Editor
Interests: transformative science teacher education; digital resources for critical scientific thinking; active methodologies in science education; science education in challenging contexts
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
This Special Issue invites contributions that reimagine science teacher education as a site of transformation (personal, pedagogical, and systemic) and sustainability (environmental, social, and professional). It aims to critically engage with and bridge often siloed fields, including education in emergencies (EiE), peace education, transformative education, inclusive education, and education for sustainable development (ESD).
Rather than treating these fields as add-ons, this Issue aims to explore how their intersection reshapes the preparation, identity, and practice of science teachers in complex and uncertain contexts.
Topics include (but are not limited to):
- Science Teacher Education and ESD: Preparing teachers to address climate change, ecological crises, and sustainability transitions, including emotional and ethical dimensions.
- Science Teacher Education and Peace Education: Conflict-sensitive pedagogy; teaching controversial socio-scientific issues; and science education in post-conflict and reconciliation contexts.
- Science Teacher Education and EiE: Preparing teachers for crisis contexts, including low-resource and adaptive teaching approaches.
- Science Teacher Education and Inclusive Education: Addressing intersecting inequalities and advancing inclusive pedagogies.
- Science Teacher Education and Transformative Education: Challenging the neutrality of science and fostering critical consciousness and ethical responsibility.
- Cross-cutting Contributions: Intersections across these areas, particularly in crisis-affected and challenging contexts.
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 250 words) can be sent to the Editorial Office for assessment.
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
- science teacher education
- education for sustainable development
- inclusive education
- transformative education
- peace education
- education in emergencies
- socio-scientific issues
- teacher identity
- teacher agency
- equity and inclusion
- crisis-affected context
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