Skip to first unread message
Mathematics Education Researchers (MER) community
May 26, 2026, 6:54:18 AM (10 days ago) May 26
to Mathematics Education Researchers (MER) community
Special Issue Information
Dear Colleagues,
Initial Teacher Education (ITE) programmes produce graduates who will impact and influence hundreds—even thousands—of school students across their careers. As such, ITE programmes are expected to prepare future teachers who are adaptable, culturally responsive, digitally capable, and equipped to support increasingly diverse student populations. At the same time, heightened accountability, accreditation requirements, and teacher shortages have intensified calls for more authentic, practice‑based, and integrated approaches to teacher preparation. Parallel to this, there is growing recognition that effective academic and pastoral student support are critical for student success, retention, and wellbeing across and even beyond ITE programmes. These converging challenges and opportunities have prompted innovation in programme design, assessment, partnerships, and support structures, making this area of research both timely and globally significant.
This Special Issue aims to present and disseminate the most recent advances related to innovations in Initial Teacher Education and how students of these programmes are supported during their journey. We invite contributions addressing contemporary approaches to teacher preparation, including authentic and integrative assessment, theory/practice alignment, school partnerships, inclusive pedagogies, and culturally responsive practices, alongside innovative models of student support that enhance engagement, persistence, and readiness for the teaching profession. By bringing together empirical research, conceptual papers, and practice‑informed scholarship, this Special Issue seeks to advance understanding of how higher education institutions can design coherent, equitable, and future‑focused ITE programmes and integrated student support systems for ITE that benefit both learners and the educational communities they will serve.
Topics of interest include, but are not limited to, the following:
Prof. Dr. Martina Dickson
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.
Submission deadline
4 January 2027
More: https://www.mdpi.com/journal/education/special_issues/N111A7GQJ4
Dear Colleagues,
Initial Teacher Education (ITE) programmes produce graduates who will impact and influence hundreds—even thousands—of school students across their careers. As such, ITE programmes are expected to prepare future teachers who are adaptable, culturally responsive, digitally capable, and equipped to support increasingly diverse student populations. At the same time, heightened accountability, accreditation requirements, and teacher shortages have intensified calls for more authentic, practice‑based, and integrated approaches to teacher preparation. Parallel to this, there is growing recognition that effective academic and pastoral student support are critical for student success, retention, and wellbeing across and even beyond ITE programmes. These converging challenges and opportunities have prompted innovation in programme design, assessment, partnerships, and support structures, making this area of research both timely and globally significant.
This Special Issue aims to present and disseminate the most recent advances related to innovations in Initial Teacher Education and how students of these programmes are supported during their journey. We invite contributions addressing contemporary approaches to teacher preparation, including authentic and integrative assessment, theory/practice alignment, school partnerships, inclusive pedagogies, and culturally responsive practices, alongside innovative models of student support that enhance engagement, persistence, and readiness for the teaching profession. By bringing together empirical research, conceptual papers, and practice‑informed scholarship, this Special Issue seeks to advance understanding of how higher education institutions can design coherent, equitable, and future‑focused ITE programmes and integrated student support systems for ITE that benefit both learners and the educational communities they will serve.
Topics of interest include, but are not limited to, the following:
- Innovations in Initial Teacher Education programme design and delivery;
- Authentic, integrative, and practice‑based assessment in ITE;
- School partnerships and work‑integrated learning models;
- Professional Development for Teacher Educators;
- Student support structures and wellbeing for students in ITE programmes;
- Academic advising, mentoring, and pastoral care for ITE students;
- Culturally responsive, inclusive, and equity‑focused approaches in ITE;
- Digital and flexible learning innovations supporting teacher education.
Prof. Dr. Martina Dickson
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.
Submission deadline
4 January 2027
More: https://www.mdpi.com/journal/education/special_issues/N111A7GQJ4
Reply all
Reply to author
Forward
0 new messages