Call for Chapters:
Proposals Submission Deadline: February 12, 2022
Full Chapters Due: June 12, 2022
This publication is focused on teacher education, specifically, contemporary teacher education as it is researched and practiced within the current virtual age. Decades of research have shown that early-career teachers face a number of challenges and hold an increasingly wide set of responsibilities. Teacher educators, therefore, must think carefully about how to prepare early-career teachers for the profession. Additionally, however, the work of teaching and teacher education has become increasingly complex within the context of the current virtual age, including the prominent reality of social media and the significant possibilities of (and sometimes necessities for) online teaching and learning. The possibilities of the virtual age can serve as valuable resources for teachers and teacher educators; however, in order to utilize these resources responsibly and productively, researchers and practitioners of teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within this virtual age. This publication, therefore, focuses on innovations related to the researching of teachers, teaching, and teacher education as well as innovations in the curriculum and pedagogy of teacher education. The aim of this edited book is to inform and deepen discussions related to how teacher education can address the educational possibilities within this virtual age.
This publication will make a significant contribution to scholarship on teacher education by presenting a variety of evidence-based methods that can be used to develop and improve aspects of teacher education within this virtual age, including the curriculum and pedagogy of online teacher education as well as effective ways to prepare preservice teachers for the realities of online teaching and online learning. This publication will address the specific challenges, resources, and possibilities that exist for teacher educators and early-career teachers as they relate to teaching and learning in virtual, online contexts.
This publication will be useful for all programs of teacher education as well as for scholars of teacher education. This publication will provide practical strategies for the design of the curriculum and pedagogy of teacher education and will also present a variety of research methodologies that can be utilized to research the challenges and productive possibilities related to teacher education within the context of online teaching and online learning. This publication will serve as an especially timely and valuable resource for practicing K-12 educators who are currently working within virtual contexts as well as for teacher education programs that are increasingly preparing aspiring teachers for teaching and learning within the context of virtual classrooms.
1. Preparing preservice teachers for online teaching and learning
2. Innovations in online teaching and online learning
3. Challenges related to online teaching and online learning
4. The use of social media in education
5. Teacher social networks
6. The curriculum and pedagogy of online teacher education
7. The observation, assessment, and evaluation of teaching in the context of online teaching
8. The assessment of student learning within the context of online teaching and online learning
9. The use of data in online teaching and online learning
10. Responsibilities of early-career teachers in contemporary society
11. Challenges faced by early-career teachers in contemporary society
12. Research methods that can be utilized to research the experiences of early-career teachers teaching in an online context
13. Theoretical frameworks and philosophical frameworks that can be applied to analyze the experience of teaching in contemporary society
14. Teacher-student relationships within the context of online teaching and online learning
15. The use of instructional technology for teacher education
16. The use of instructional technology in the teaching and learning of specific subject matter and content areas
17. The self-study of teacher education practices within the context of online teacher education
18. The organizational structure of teacher education programs
19. Current trends in educational policy and teacher education program accountability
Researchers and practitioners are invited to submit on or before February 12, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 26, 2022 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2022, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Texas Tech University