Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts

Dear Colleagues,

The processes of teacher training practices and internships at schools involve an invaluable approach of students toward educational authenticity, agents, or teaching and assessment methods. These placements might determine their forthcoming expectations, self-efficacy, and their identity as teachers.

This Special Issue aims to attract a diverse group of scholars to present their research based on varied theoretical frameworks, broad methodological choices, and diverse national and international research comparisons. These multilevel perspectives could pave the way for the practicum reinforcement in teacher training along different higher education systems. Amid the pandemic, educational and training systems had to respond by using flexible and adaptive solutions during students’ internships. The situation created boundaries but also challenging opportunities and innovative blended learning solutions for mentors and students.

Contributions may include but are not limited to analyses of academic competences and non-academic capabilities gained through internships; students’ perceptions, visions, and meta-reflections on practical learnings; lessons learnt from the impact of COVID-19 and innovative digital solutions; analyses and comparisons of teacher preparation programs; trends and factors in building sustainable teacher capacity and professional identity; ethical and teaching responsibilities of pre-service educators; transference and assessment of learning in and from student teaching practice; and interdisciplinary experiences and innovative projects during internships.

Dr. María José Hernández Serrano
Prof. Dr. Laura Alonso Díaz
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 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.