CfP: Digital Innovations in Teacher Education

4. November 2014

The University of Teacher Education Vienna is looking for contributions and reviewers:

Call for Papers

Reflecting Education Journal

ISSN 1746-9082

Special Issue on

Digital innovations in teacher education

Call for Papers closed on 2015/02/21!!


There is little doubt that digital innovations have initiated a vivid discussion concerning the reformation or adaptation of higher education in general (cf. Wiley 2009, Strasser & Greller 2014). Especially in the field of teacher education, certain developments concerning a curricular implementation of digital technologies in initial teacher education and teacher training (including post-graduate teacher education, and continuing professional development/teacher development) can be noted. However, experts (cf. Wiley 2009, Siemens 2004) suggest that especially technological developments have often not been didactically implemented in teacher education/development curricula. Nevertheless, institutional stakeholders, teachers and trainers are expected to react to these considerable deficiencies and develop or offer modern approaches of teacher education/development curricula that meet the zeitgeist of learners considering the latest pedagogical innovations and developments in technology (mobile learning, Social Media, Web 2.0, ubiquitous learning, etc.):

  • How does teacher education/development deal with the fast-paced and partially transient nature of the internet?
  • How does teacher education/development (critically) reflect on a certain shift of paradigm (innovations vs. traditions)?
  • How can digital technologies be actively implemented into existing curricula?
  • How can technology-enhanced practice be conceptualised/applied within a teacher education/development context?
  • How can they be quality-assured?
  • Which qualitative criteria can be developed for different domains of digital (blended) learning and teaching in teacher education/development?
  • What are the troubleshooting strategies to ‘de-mystify’ the complexity of technological issues?
  • How can trainers and students be socialized with new learning technologies?

Thus, this special issue of the Reflecting Education Journal solicits original (research) papers framing pedagogic and didactic considerations, applicative scenarios or taxonomies in the field of technology-enhanced (language) learning and teaching within the context of teacher education/development. It supports a critically-reflective discourse within the community about technological developments and their implementation in teacher education/development curricula.


Therefore, topics of interest include approaches to implementation of digital technologies in teacher education/development (initial teacher education, teacher training, post-graduate teacher education, and continued professional development) that build on the use of:

  • Mobile learning/teaching
  • Flipped classroom
  • Cloud services/utilising the cloud
  • Use of Social Media/Web 2.0
  • Reflective practice with ePortfolios
  • Open educational practice (MOOCs, OERs)
  • Open assessment vs. e-assessment
  • TELL (technology-enhanced language learning)
  • Interactive Whiteboard (IWB)
  • Specialist software

Important dates

  • Submissions of initial papers due: February 7th, 2015
  • Decisions and Reflection on the initial papers selected: March 28th, 2015
  • Revised manuscripts due: May 31st, 2015
  • Feedback on revised manuscripts (by editor-in-chief): June 30th, 2015
  • Final manuscripts due by the authors: July 30th, 2015
  • Special Issue Publication: August/September 2015

Issue Guest Editors


Prof. Norbert Pachler, Institute of Education, University of London

Author guidelines and further information can be found in the CfP-Reflecting-Education-Journal-Special-Issue-on-Digital-Innovations-in-Teacher-Education. Please use the template (please do not add author name and affiliation) for your contribution.



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