Sustainable Teacher Training and Academic Outcomes during Uncertain Times
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (1 May 2023) | Viewed by 12157
Special Issue Editors
Interests: literacy; arts education; reflection; arts-based research; compassion and empathy; higher education
Special Issue Information
Dear Colleagues,
This Special Issue focuses on sustainable teacher training and academic outcomes during uncertain times. In the past two years alone, teachers, preservice teachers and teacher educators in Australia have faced many hardships. Most notably, the global pandemic has affected teacher training programs, specifically professional experience in schools, with many students not able to undertake their practicum in schools. In addition, global conflict, infiltrating social media, news media and adult conversations, has in many ways decreased students’ and young children’s resilience. Further, in many Australian states, severe natural disasters including fire and flood have impacted many communities. With school closures due to these events as well as lockdowns, all students had to learn online. In these uncertain times it is critical that preservice teachers and teacher education programs consider the ways to best prepare our future teachers.
Despite many negative impacts, there were also a number of positive outcomes resulting from the circumstances outlined above. As such, this Special Issue will explore the successes experienced. We invite authors to contribute papers sharing the strengths and positive experiences emerging from the pandemic and the other challenges listed above. What strategies have you implemented to best support your students? What processes were implemented to deal with the disruption on professional experience? Have you changed your programs to embed more learning about wellbeing and resilience? The Guest Editors will share their own personal stories as leaders in teacher education by identifying the issues and the solutions to make teacher training sustainable during uncertain times.
Prof. Dr. Georgina Barton
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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
- teacher training
- teacher education
- teacher preparation
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