Monográfico: Teacher Education: Facing Twenty-First Century Challenges

CALL FOR PAPERS

DEADLINE: 31 DE AGOSTO DE 2026

In this special issue of Bordón. Revista de Pedagogía we invite academics to submit articles addressing two interrelated themes: a) History of teacher education at the intersection of transnational and national currents of thought: historical overview; teacher preparation in Canada, b) Challenges and new issues in teacher education today: the environmental crisis, artificial intelligence, decoloniality, equity, and teacher Identity and the perception of teachers.

The papers will be focused on unveil ideologies and intellectual currents underlying gendered, racialized, and colonizing approaches; paradigmatic changes generated by social movements; the technological revolution; international policies that emerged after WWII; and Vatican II and its influence on the formation of Catholic teachers. The works must mobilize findings and interpretations that relate theoretical and historical components to emerging paradigms with an emphasis on new technologies, intersectionality, and decoloniality.

Participants will examine teacher preparation/education historically in its interplay with the transnational circulation of ideas and major economic and social changes. Thus, paper must provide an enhancement of our understanding of teacher preparation in the long historical term, taking into consideration the intersection of transnational approaches with focused country analysis. With this special issue we aim at generating a new and refreshed avenue of thought to both policy and programming.

Editors:

Jon Igelmo Zaldívar (Complutense University of Madrid)

Jon Igelmo Zaldivar is an associate professor at the Complutense University of Madrid (UCM, Spain). From 2013 to 2014 he was a postdoctoral fellow at Queen's University (Kingston, Canada) funded by the Basque Country Government Postdoctoral Program (Spain). From 2015 to 2017 he was a postdoctoral fellow at the University of Deusto (Bilbao) with a Juan de la Cierva postdoctoral fellowship of the Spanish Ministry of Economy. He is co co-ordinator of the research group Cultura Civica y Politicas Educativas (UCM). Since 2018 to 2023, he has been co coordinator of the Theory and History of Education International Research Group (Queen's University). His papers have been published in well indexed journals of history and theory of education. He has authored and co-edited books published by Enclave de Libros (2016) Sintesis (2021) and University of Toronto Press (2023) He is editor of RITIE (Revista Internacional de Teoría e Investigación Educativa (Ediciones Complutense) and associate editor of the Canadian journal Encounters in Theory and History of Education (Queen's University).

Rosa Bruno-Jofré (Queen’s University)

Rosa Bruno-Jofre is Professor and former Dean (2000 to 2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen's University. She is a Fellow of the Royal Society of Canada in the Humanities Division. Her research has been and is funded by the Social Sciences and Humanities Research Council of Canada. Her Bachelor of Education is specialized in the teaching of history. She is the co-author with J. Stafford of The Peripatetic Journey of Teacher Preparation in Canada (UK: Emerald, 2020). Her recent books are (co-authored with Jon Igelmo) Ivan Illich Fifty Years Later: Situating Deschooling Society in his Intellectual and Personal Journey (University of Toronto Press, 2022); sole author of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology, published by the University of Toronto Press, History Series, 2020. Her recent authored and co-authored articles have appeared in Educational Theory, Hispania Sacra, Journal of the History of Ideas, American Catholic Review, Historical Studies, Journal of Ecclesiastical History (Cambridge), among others.

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