Professional Development in Education

We invite submissions of articles for a Special Issue of Professional Development in Education focusing on professional learning in Latin America and the Caribbean.

Rationale

At a time of ever-increasing global uncertainty, with the emergence of AI combined with wide-ranging fiscal pressures, high levels of population displacement, conflict and natural disasters because of climate change we need to prepare future generations not only for recognised ‘wicked issues’ but also for emerging complex challenges in an unpredictable global context. Whilst these are global issues, they impact on different regions in different ways with different consequences, responses and ultimately outcomes. This Special Issue provides the international community with the opportunity to learn from research, policy and practice within the Latin American and Caribbean context. “Flipping” learning in this way will challenge the field to move beyond traditional notions of research and development that has tended to attempt to move knowledge and understanding from the global north to the south.

The pace of change and associated uncertainty means that current approaches to learning and teaching, curriculum and school organisation are becoming rapidly out-moded and less relevant within the emerging global (dis)order. These challenges also highlight the importance and centrality of the UNESCO’s Sustainable Development Goal 4 which focuses on inclusive and equitable quality education that promotes life-long learning opportunities for all and the need to prioritise professional learning within this rapidly evolving context.

This has significant implications for the educational workforce, not least educational leaders and teachers, particularly in relation to the development of new practices, roles, responsibilities, and ways of working. Future-proofing the workforce is required so that it is adequately prepared for these challenges. In an environment characterized by uncertainty, complexity and rapid changes, it is essential that the workforce can navigate challenges with agility and resilience.

This issue will draw on examples of innovative approaches to professional learning from Latin America and the Caribbean at the micro (organisational), meso (local systems) and macro (national system). The Special Issue will draw on examples from a diverse range of settings including from rural to urban, early-years to post-compulsory, pre-service and in-service education.

The papers will explore key issues that underpin contemporary approaches to professional learning including:

• collaboration and partnership working;
• leadership of/for professional learning;
• the relationship between professional learning and student achievement;
• networks and learning systems;
• participatory and inquiry-based methods;
• capacity building;
• trust and relationships, and
• sustainability and resilience

The Special Issue will include research, policy and practice perspectives. The papers will draw out the lessons from new and innovative approaches to professional learning that seek to support the learning of professionals so that they can meet emerging and future challenges associated with schooling and education.

The papers will make an original contribution to the literature by offering diverse critical perspectives that push conceptual and/or methodological boundaries of the field to offer new theoretical and/or empirical insights that advance knowledge and understanding of issues related to the leadership of professional learning in education.

In the first instance we require a structured abstract of 500 words by 31/10/23. The structured abstract should include:

• Purpose;
• Design/methodology/approach;
• Findings;
• Originality, and
• Implications for research/policy/practice

Please submit your abstract to Professor Ken Jones ([email protected]) by 31 October 2023. 

Successful abstracts will receive notification as soon as possible and no later than 31/10/23 and should be followed by the submission of a full paper by 31/01/24. As soon as papers are accepted for publication, they will be published on-line with a full printed Special Issue being published in December 2024.

Articles will be 7,500- 8,000 words in length including references and will adhere to the aims and scope of the Journal.

The normal language of submission and publication is English. However, articles of an exceptional standard, that have the potential to make a significant and original contribution above and beyond what may be normally expected, may be submitted in Spanish or Portuguese and will be translated to English for publication.

The editors will lead a peer-review group for authors who are not publishing in their first language and will offer informal feedback prior to peer review.

Key Dates:
Submission of Abstracts                                31/10/23
Submission of full article for review           31/01/24
Submission of final article                             30-09-24
Articles to online publication                       October 2024
Print version published                                 December 2024

Contacts
Questions relating to the journal Professional Development in Education:
Ken Jones                                             [email protected]
Mark Carver (Editorial Assistant)   [email protected]

Questions relating to the special issue:
Chris Chapman          [email protected]
Carmen Montecinos [email protected]

Instructions for AuthorsSubmit an Article