Call for papers: Teacher Education in the Nexus Between Digital Transformation and Internationalisation
Vol. 15, Issue 1 (Year 2025)
Issue Editors: Vasileios Symeonidis and Maria Impedovo
In an increasingly interconnected and interdependent world, teachers’ initial education and continuing professional development remain somewhat limited to national borders. Teacher education systems in Europe are firmly rooted in national histories and conditions (Kothoff & Denk, 2007; Symeonidis, 2021), influenced by long-standing traditions and political culture (Louis & van Velzen, 2012). However, there is increasingly a need for teacher education institutions and practitioners to meet the emerging challenges of increased openness, cross-national and cross-institutional collaboration as the result of international processes, including the Bologna Process and the process of Europeanisation in teacher education (Symeonidis, 2021; Zgaga, 2013).
The Covid-19 pandemic has posed new challenges to the internationalisation of teacher education, which policymakers have prioritised over the past decade. Physical mobility has been halted, and a ‘forced’ transition from face-to-face to remote teaching has occurred. However, this global disruption has also triggered an incubation phase for novel phenomena, so that education researchers are referring to the crisis as ‘an opportunity of the century’ (Schratz, 2020). Ideas such as blended mobility and virtual exchange programmes are increasingly promoted as alternative options for international learning, as also demonstrated by the priorities of the Erasmus+ programme for the 2021-2027 period (European Commission, 2021). The pandemic has thus accelerated the digital transformation in teacher education, which was already taking place in recent years. Considering this new reality posed by the pandemic, the following questions are raised:
- How can we currently understand internationalisation in teacher education, considering the broader context of digital transformation?
- Which alternative ways for teacher mobility have emerged, and what is their impact?
- How have teacher education curricula developed in the context of internationalisation and digitalisation?
- How does teacher and teacher educator professional development adapt to internationalisation and digital transformation?
- In what ways do online and hybrid mobilities, training and learning communities shape teacher and teacher educator professional development?
- What does it eventually mean to be a global and a European teacher in a post-Covid-19 era?
Theoretical and empirical articles are welcome for this issue to contribute to new insights on internationalisation and digitalisation in teacher education, particularly reflecting on how digital transformation has enabled or challenged internationalisation in teacher education across the continuum of teacher learning.
Article submission timeline:
30 September 2022: submission of paper title and abstract with up to five keywords [250 words max.]
30 June 2023: paper submission [between 5,000 and 7,000 words]
April 2024: pre-print (on-line) publication of articles with DOI numbers
March 2025: hardy copy publication of the focus issue of the CEPS journal with Volume and Issue number
Please send the abstract to firstname.lastname@example.org clearly stating the title of the focus issue.
Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be original and unpublished work not currently under review by another journal or publisher.
When preparing the manuscript, please follow our author’s guidelines, which are available here: https://cepsj.si/index.php/cepsj/about/submissions.
European Commission. (2021). Erasmus+ Programme Guide. https://erasmus-plus.ec.europa.eu/document/erasmus-programme-guide-2021
Kotthoff, H.-G., & Denk, R. (2007). Last past the post? Teacher education and the European higher education area. In H.-G. Kotthoff & S. Moutsios (Eds.), Education policies in Europe economy, citizenship, diversity (pp. 115–130). Waxmann.
Louis, K. S., & van Velzen, B. (Eds.) (2012). Educational policy in an international context: Political culture and its effects. Palgrave Macmillan.
Schratz, M. (2020). Corona-positiv: Innovationsschub für das Bildungssystem? [Corona-positive: An innovation book for the education system?].
Symeonidis, V. (2021). Europeanisation in teacher education. A comparative case study of teacher education policies and practices. Routledge. https://doi.org/10.4324/9781003013969
Zgaga, P. (2013). The future of European teacher education in the heavy seas of higher education. Teacher Development, 17(3), 347–361.