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“Out of field” teaching (or non-specialist teaching) is a global phenomenon in which teachers teach subjects, year levels or phases of schooling for which they do not have the appropriate training or qualifications (Ingersoll, 2019). The “out-of-field phenomenon” arises due to systemic teacher shortages, unequal distribution of teachers, and school scheduling problems. Recent challenges in the teaching workforce, especially following the disruption of COVID-19, are leading to desperate measures to get teachers in front of classes, resulting in an increasing reliance on out-of-field teaching. Addressing out-of-field teaching through professional development and teacher education is vital to workforce planning. Teacher learning, professional development and continuous professional learning are fundamental to a teaching profession that continually adapts and changes to educational and social forces. In this context, teachers, including those who teach or are about to teach outside their field, need to update or learn new content knowledge and teaching approaches due to changes in teaching tasks, movement between schools, and transition to teaching through the various routes currently available in many jurisdictions. These pathways include substitute teaching, where these teachers often teach subjects beyond their expertise and face difficulties in accessing professional development due to school funding constraints, perceived lower status, and a self-perceived lack of authority and voice as a consequence of their temporary and precarious working conditions. Learning to teach outside of their field often places additional pressure on teachers and has implications for teacher self-efficacy, professional identities, beliefs, and sense of belonging. Therefore, additional support and professional development of teachers outside their field becomes essential to maintain the quality of teaching.
Language in education is a hotly debated topic around the world, with unique challenges in different regions. In the Global South, particularly sub-Saharan Africa, multilingualism is widespread, but many students do not achieve basic reading proficiency by the end of their early education. This worrying trend highlights the vital need to overcome language barriers that impede effective education for all students, including those who are neurodivergent and need special educational support. Research on bilingual and multilingual education has gained momentum as a possible solution to ensure inclusion and success in learning, but effective implementation of these educational models is patchy and the inclusion of indigenous languages continues to lag behind more dominant languages globally, such as English and French. This research topic aims to further enrich the debate and understanding of multilingual education in the Global South by presenting evidence-based research that promotes equity, inclusion and well-being. It seeks to explore new knowledge and present frameworks that could facilitate the incorporation of multilingual education into diverse educational landscapes, potentially transforming educational systems to be more inclusive and equitable. For more information on effective multilingual education strategies, we welcome articles that address, but are not limited to, the following topics: • The role of storytelling in multilingual classrooms: interweaving cultures • Multilingual pedagogies in early childhood • The role of play in promoting multilingual learning • Community empowerment and transformation through multilingual education • Promotion of cultural identity and inclusion through indigenous languages • Effective strategies for implementing multilingual pedagogy for teachers • Use of indigenous languages in general education • Teaching development for classrooms with linguistic diversity This exploration aims to help shape future educational policies and practices, facilitating more comprehensive and inclusive learning environments that leave no student behind.
We are inviting scholars interested in the gifted and talented (G/T), scholars whose responsibilities bear on G/T, practitioners in the field of STEM education, and others with relevant experience to contribute an article to a special issue of Roeper Review devoted to the topic of STEM wisdom. STEM wisdom: involves searching for a positive, meaningful, ethical common good for all—applied to STEM thinking, theory, research, and practice. includes within its purview issues of social responsibility, morality, ethics, and courage to do the right thing. is crucially important if the world is to have a sustainable and meaningful future. How can we ensure that society will have a future dominated primarily by wisdom rather than largely by the profit motive or sheer ego? Papers can take various forms—theoretical contributions, literature reviews, policy analyses, empirical papers (both quantitative and qualitative), or papers presenting or evaluating pedagogical practices. Papers would be original to the journal issue and thus not have been published elsewhere in some other form. Papers will be judged for: fit to the theme of the special issue importance of the problem magnitude of contribution practical implications for the G/T field clarity of writing Papers will not be judged on the basis of their taking any particular position on the issues at stake. STEM knowledge is accumulating at breakneck speed, and both scientists and engineers can take pride in how rapidly their research is being executed and even being turned into useful innovations. However, educators of these researchers and innovators, as well as the consumers of their innovations, must consider an important question: Useful for what purpose? Advanced warfare made possible by STEM research is allowing nations and militarized groups, including terrorists, to harm and even kill large numbers of innocent people and destroy vital infrastructure. Eventually, AI may make it possible for wars to be conducted entirely by mechanized entities that use AI to choose and destroy targets. At the same time, medicines whose long-term safety has not been fully vetted are being marketed in glitzy and compelling ways. New foods are being created that appeal to the taste buds but not to people’s overall health, and foods are being packaged in containers that have not been fully safety-tested. Toxins are being introduced into the environment and people’s lives without full consideration of the long-term effects they can have on both humans and wildlife. In teaching students, especially gifted students, advanced STEM methods and techniques, insufficient attention is being devoted to the social cost/benefit ratio of the research being done and the innovations brought to market. In the end, the profit motive often dominates, resulting in STEM-derived products that may cause more harm than good. Society deserves better. Each of us individually deserves better. STEM wisdom involves teaching students the knowledge and techniques that any other STEM program would teach, but it also involves teaching other knowledge and skills that will allow students who will go on to make contributions to STEM to ask questions such as: Is the problem I am working on not only scientifically important but also significant for society? Is the goal of my research or development to make the world better in a humanitarianly justified way? Am I taking into account the common good and not only the good of myself or of people I perceive to be like me? Am I doing a cost/benefit analysis of possible social costs as well as social benefits of the research and development to science and society? Am I considering long-term consequences as well as short-term consequences of my research and development? Are there explicit dangers in the research and development I am doing that I do not, or do not want, to foresee and hence am neglecting? If there are possible future harms, will there be ways of mitigating them so that they do not result in cascades of events that prove to be highly destructive? Is the research and development I am doing ethical not only in the sense of passing through an Institutional Review Board (IRB) but also in the larger sense of doing the right thing by the standards of STEM and the world? If any of the research and development I am doing is classified, is it to protect people or to harm people surreptitiously? Would I be satisfied if the results of the research and development found their way back to me?
In the 21st century, a number of new professional competencies necessary to succeed in rapidly evolving workplaces have emerged and become more important. The pressures of globalization and technological progress demand a workforce equipped with 21st century skills in a variety of industries (Li, 2022; Tushar and Sooraksa, 2023). Employers are increasingly looking for graduates who demonstrate not only basic knowledge in their fields, but also a wide range of domain-independent competencies, such as critical thinking, computational thinking, applied problem solving, collaboration, adaptability, digital literacy, and media literacy, among others. These competencies enable people to navigate uncertainty, innovate solutions to complex problems, and contribute effectively to team-based environments (OECD, 2023). The importance of 21st century skills is underlined by their alignment with professional standards and employability frameworks developed by industry bodies and education policy makers (Li, 2022). Mastering these competencies is essential for graduates to improve their career prospects and maintain long-term professional growth. At the same time, organizations benefit from a workforce that can flexibly respond to changing demands, foster a culture of continuous improvement, and drive organizational success. This increases pressure on educational institutions to develop robust strategies to incorporate, support and assess these professional competencies in their curricula (OECD, 2023).
The American higher education system has undergone a significant cultural and organizational change. The change in the demographics of college students and the shift from industrial to technological advancement have resulted in American universities changing their organizational and administrative structure to meet the needs of their students. In its desire to meet the needs of students, capacity development, a concept primarily applied in the international development assistance community, has been popularized and applied to American universities. Capacity building has become a buzzword in higher education to help institutions build the critical infrastructure necessary to support the personal, academic, and professional development of their changing student demographics. However, there is a dearth of research on how capacity development is implemented in American higher education institutions; A subset of institutions are minority serving institutions (MSIs). Minority-serving institutions include historically black colleges and universities (HBCUs), Hispanic-serving institutions (HSIs), and tribal colleges (TCUs). This research topic seeks to create a space for minority-serving institutions to share their expertise in capacity development work, as their perspective is critical to shaping a framework that aligns with their unique organizational history and culture.
For several decades, educational researchers have focused on defining the precise nature of disciplinary knowledge that allows mathematics teachers to effectively support students' conceptual learning. These efforts have been predominantly inspired by Shulman's (1986, 1987) notion of pedagogical content knowledge (PCK). Since Shulman introduced PCK into the educational research literature, mathematics educators have conducted numerous empirical studies and engaged in various theoretical analyzes to elaborate/refine the PCK construct. This work has contributed to a divergence of theoretical frameworks for the nature and/or development of both PCK and the broader construct of mathematical knowledge for/in teaching (MKT). The theoretical frameworks for PCK/MKT resulting from this research reflect diverse epistemological orientations, sociocultural considerations, and methodological approaches. Teacher education programs and in-service professional development initiatives are the primary contexts for which research on the nature and development of mathematics teachers' pedagogical content knowledge (PCK) and/or mathematical knowledge for/in teaching (MKT) has practical implications. However, the divergence, fragmentation, and even conflict among the various theoretical frameworks for PCK/MKT presented in the mathematics education literature obscure mathematics teacher educators' practical implementation of the various curriculum design principles, professional development practices, and pre-service practice experiences recommended by this uncoordinated body of PCK/MKT scholarship. In response to this problem, the primary goal of the proposed Research Topic for Frontiers in Education is for leading researchers studying mathematics teachers' disciplinary and pedagogical knowledge to describe and address the fundamental sources of discrepancy—and often incompatibility—of the many characterizations of pedagogical content knowledge (PCK) and mathematical knowledge for teaching (MKT) presented in the mathematics education research literature. These sources include, among others, divergent epistemological orientations, theoretical assumptions, sociocultural considerations, and methodological approaches. Consistent with the research topic and in service of the central objective of the collection of articles, the guest editors invite contributions that address any of the following approaches: 1. Epistemological foundations of characterizations and/or development frameworks for PCK/MKT; 2. Issues relating to mathematics teachers' implementation of PCK/MKT in the context of lesson design and/or implementation; 3. Issues associated with the relationship between mathematics teachers' disciplinary knowledge and the affective domain; 4. Methodological approaches to study the nature and/or development of PCK/MKT. Manuscripts that adequately address any of the above approaches could take the form of empirical research reports, methodological articles, theoretical reports, meta-analyses, or literature reviews.