Chief Guest Editor

Dr. Moisés Selfa Sastre
Full Time Professor in the Department of Teaching Faculty of Specific Education Sciences of the University of Lleida
Email: mselfa@didesp.udl.cat

Guest Editor

Dr. Glòria Jové Monclús
University of Lleida
Email: gjove@pip.udl.cat

Dr. Charly Ryan
University of Winchester
Email: Charly.Ryan@winchester.ac.uk

In the full XXIst century, the initial formation of the teachers must be tackled from different points of view and ambiences of study and investigation given the heteregeneus competences that these teachers will have to transmit to his futures learners. In this sense, our intention is to offer a set of scientific studies that offer different routes to rethink the roll of the teacher at present whose formation must be tackled, undoubtedly, from the interdisciplinarity and the transdisciplinarity of contents and ways of learning that they help these teachers to answer with guarantees of success to the challenges that nowadays our society demands. This way, an initial formation is necessary from methodologies of education and learning as Learning Service, the work collaborative between equal, the hybrid spaces in which there have capacity both the University and the proper School and the Society, learning across the art.. .. Finally, we want to offer a new point of view for the initial formation of teachers who demand to the scientific community new methodologies of learning that must converge on the same direction: how must the teacher of the XXIst century be and how must be to confront his formation to give in a nearby future valid responses to the requirements of our current society.

About the issue

The topics of this special issue include, but are not limited to:

• Curriculum, Research and Development;
• Higher Education;
• Science Education;
• Teacher Education;
• Cross-disciplinary areas of Education;
• Art Education.