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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 12132

Special Issue Editors


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Guest Editor
School of Education, University of Southern Queensland, Brisbane, QLD 4300, Australia
Interests: literacy; arts education; reflection; arts-based research; compassion and empathy; higher education

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Guest Editor
Department of Education, Swinburne University, Melbourne 3122, Australia
Interests: early childhood; wellbeing; arts education; compassion and empathy; leadership

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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Published Papers (4 papers)

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Research

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30 pages, 875 KiB  
Article
Sustainable Change in Primary Science Education: From Transmissive to Guided Inquiry-Based Teaching
by Carolina Nicolás-Castellano, Rubén Limiñana, Asunción Menargues, Sergio Rosa-Cintas and Joaquín Martínez-Torregrosa
Sustainability 2023, 15(15), 11710; https://doi.org/10.3390/su151511710 - 28 Jul 2023
Cited by 3 | Viewed by 3526
Abstract
Here, we present a professional development plan to achieve lasting and coherent change in science education, from conventional teaching to guided inquiry-based teaching, covering the entire primary stage. This plan is based on a review of the literature on professional development programs and [...] Read more.
Here, we present a professional development plan to achieve lasting and coherent change in science education, from conventional teaching to guided inquiry-based teaching, covering the entire primary stage. This plan is based on a review of the literature on professional development programs and on the theory of critical mass for the achievement of complex social changes. We justify the different phases of the plan with empirical indicators to assess its success. We show the results obtained in a primary school from teachers, the principal, and families. These results, together with those obtained by the students, show the success of the plan and make it possible to identify crucial aspects to achieve sustainable changes in science teaching at the primary stage. Full article
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14 pages, 1094 KiB  
Article
We Never Left Work: Challenges to Sustaining High-Quality Teaching and Learning during COVID-19
by Amy Spiker, Cynthia Brock and Avia Kelly
Sustainability 2023, 15(5), 3938; https://doi.org/10.3390/su15053938 - 21 Feb 2023
Cited by 3 | Viewed by 2147
Abstract
During the shift to online remote learning at the height of the worldwide COVID-19 pandemic, a group of researchers administered a qualitative survey with a desire to hear teacher voices. Responses were received from many areas of the world from educators at all [...] Read more.
During the shift to online remote learning at the height of the worldwide COVID-19 pandemic, a group of researchers administered a qualitative survey with a desire to hear teacher voices. Responses were received from many areas of the world from educators at all levels of teaching. In this paper, we analyzed qualitative survey responses from 314 literacy educators in the United States. These educators were K-12 teachers, instructional coaches, and instructors from teacher education. We sought to learn how a sampling of U.S. literacy educators was impacted by COVID-19 in their teaching and in their profession. Teachers experienced stress and uncertainty as their roles and responsibilities shifted. The story told about teaching and learning was rewritten. Data revealed implications for the future of teaching and the teaching profession. Full article
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9 pages, 270 KiB  
Article
Developing Students Well-Being and Engagement in Higher Education during COVID-19—A Case Study of Web-Based Learning in Finland
by Minna Maunula, Minna Maunumäki, João Marôco and Heidi Harju-Luukkainen
Sustainability 2023, 15(4), 3838; https://doi.org/10.3390/su15043838 - 20 Feb 2023
Cited by 3 | Viewed by 3008
Abstract
COVID-19 rapidly and extensively changed the normal everyday practices of societies, and there is no going back to the past. Universities also had to adapt and re-establish their normal routines, from policies to practices. In this article, we explore university students’ experiences of [...] Read more.
COVID-19 rapidly and extensively changed the normal everyday practices of societies, and there is no going back to the past. Universities also had to adapt and re-establish their normal routines, from policies to practices. In this article, we explore university students’ experiences of web-based learning, their well-being, and engagement during the pandemic. As a theoretical framework, we use the concept of the university student engagement inventory (USEI), which includes behavioral, cognitive, and emotional dimensions. The data were collected during the COVID-19 pandemic from university students (N = 35) via an online survey and analyzed using a thematic content analysis. According to the results, university students experienced well-designed and pedagogically implemented web-based learning, teaching and guidance to enhance their own learning, well-being, and engagement in their studies. This suggests that web-based solutions for academic learning are justified but need to consider a range of well-being and engagement factors. What is still needed are innovative solutions that are pedagogically justifiable and consider the digital and human dimensions sustainably. Full article

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9 pages, 223 KiB  
Case Report
Enacting Remote and Flexible Learning Placements during a Global Pandemic—A Case Report
by Siobhan O’Brien
Sustainability 2023, 15(10), 8049; https://doi.org/10.3390/su15108049 - 15 May 2023
Viewed by 1209
Abstract
The global pandemic significantly affected teacher training programs, specifically professional experience in schools. The past two years of teacher education have necessitated the innovation and adaption of traditional programs to ensure pre-service teachers’ preparation and readiness to enter schools as graduates in Australia. [...] Read more.
The global pandemic significantly affected teacher training programs, specifically professional experience in schools. The past two years of teacher education have necessitated the innovation and adaption of traditional programs to ensure pre-service teachers’ preparation and readiness to enter schools as graduates in Australia. This case report explores the creation and implementation of three innovations that were used to support pre-service teachers who undertook a remote and flexible learning placement due to school closures. The report presents the process implemented to best support the pre-service teachers and school mentors to deal with the disruption to professional experience caused. Full article
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