EDITORS

• Erika Kopp (Eötvös Loránd Universit - HUNGARY)
• Giuseppina Rita Jose Mangione (National Institute of Innovation, Documentation and Research, INDIRE - ITALY)

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IMPORTANT DATE

Initial manuscripts due from July 15 til November 20, 2024
Full issue published within January 2025

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WARNING!

The works primarily accepted and evaluated will be those from the speakers at the ATEE Conference held in 2023. Still, contributions external to the Conference will also be accepted if they are relevant to the topics.

For the submission, don't upload your proposal on journal website but send it
TO: [email protected], [email protected]
CC: [email protected]

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Download the call for paper

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ATTENTION!
• Follow the Author Guidelines on how to write a paper and on the paper format.
• A post-acceptance pre-publishing fee of 150 euros.
• The journal publishes in open access.
• Publication will follow an "online first" approach.

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In 2023, the European Association for Teacher Education (ATEE) invited researchers and educators from across Europe to rethink teacher education development in light of the complex and interacting changes we are witnessing today as part of its Annual Conference TEACHER EDUCATION ON THE MOVE (Budapest - August 2023).
Changes within teacher education pathways.
Changes stemming from broader transformations in public and higher education, such as teacher shortages, teacher selection, recruitment, preparation, evaluation, knowledge, and educational policy reform.
Changes due to transformations in the broader social environment, such as educational legislation, the Covid-19 pandemic, political crises, climate crises, as well as the development of new technologies and sustainability measures.
The special issue “TEACHER EDUCATION ON THE MOVE” revisits and addresses the trajectories promoted during the conference.
-> Moving in and out of the teacher profession
The research includes facts and reflections on how teachers move in and out of the teaching profession, how others than teachers enter the profession, how people join the teaching profession in various stages of their careers.
-> Moving back and forth between local needs and global trends
Because teacher improvement efforts can be a concrete mechanism for social change, teacher quality is also a policy site of power. It’s important to unpack the concept of teaching quality in a few different national locations, investigate tensions between local needs and global trends, and offer a blueprint for thinking about teacher professional development as a lever for education system change in whole locations.
-> Moving into new modes of educating
Another way in which the teaching profession moves is away from traditional teaching towards constructive and interactive learning and knowledge development arrangements in which teachers and learners, as well as parents and other individuals and organizations, contribute.
-> Moving invading into other disciplines and lowing others to do the reverse
Furthermore, the research needs to touch upon how the profession itself moves in various directions. It moves into technology and digital development. Electronic learning environments, tools, and equipment make the profession move. The outside world invades schools and vice versa.
-> Moving towards interprofessional development and learning
Teachers will increasingly be surrounded by their own professional electronic learning environments and become their own and each other’s co-coaches or learning facilitators.
-> Moving into teaching
Mentoring as a balancing act supports novice teachers entering the field.
In order to contribute to and enrich this debate, the Journal of e-Learning and Knowledge Society (https://www.je-lks.org/) invites authors and researchers to present scientific (theorical and empirical) contributes consistent with the “Moving” topics outlined above.

REFERENCES
• Beaton, M.C., Thomson, S., Cornelius, S., Lofthouse, R., Kools, Q., & Huber, S. (2021). Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives. Sustainability, 13, 2167. https://doi.org/10.3390/su13042167
• Dorner, H., Misic, G., & Rymarenko, M. (2021). Online mentoring fo academic practice: strategies, implications, and innovations. Ann. N.Y. Acad. Sci., 1483, 98-11. https://doi.org/10.1111/nyas.14301
• Mangione, G. R. J., & Calzone, S. (2020). Materialities in innovative education: Focus on small Italian schools. In Epistemological Approaches to Digital Learning in Educational Contexts (pp. 102-126). Routledge.
• Olsen, B., Buchanan, R., Hewko, C. (2022). Recent Trends in Teacher Identity Research and Pedagogy. In The Palgrave Handbook of Teacher Education Research. London: Palgrave Macmillan.
• Thomson, S., Cornelius, S., Kopp, E., & van Lakerveld, J. (2022). Boundary crossing in Teacher Education. Pedagógusképzés.