Educational Professionalism encompasses qualities such as industriousness, diligence, organization, and a sense of accountability for one’s thoughts, words, and actions. It necessitates specialized knowledge, a specific skill set, strong work ethics, and consistent, appropriate behavior. Consequently, it entails reliability and a genuine concern for every aspect of education. The role of educators embodies well-established values, guiding students to develop into notable human beings. However, the process for achieving this is intricately structured and graded, originating from a deep understanding of educational professionalism.

The Research Topic intends to include effective teaching practices, ethical considerations in education, and the impact of professional development on teaching quality. The collection will provide insights into contemporary problems or opportunities within the education sector; practical insights and tools for educators to enhance their professional development. It creates a platform for educators and researchers to reflect on and discuss the importance of educational professionalism.

Joshua L Glazer has proposed a theoretical frame for understanding the complex relationships between instructional practice and professionalism, illustrating how practice both shapes and is shaped by public perception of the profession and how this bears on education's professional strength. The framework highlights vital levers for improvement, less emphasized in past research, and draws attention to how most professions control practice and the viability of these mechanisms in education. A study by Linda Darling-Hammond (2017) shows that compelling professional learning experiences typically incorporate most or all of these elements: 1. is content-focused; 2. Incorporates active learning utilizing adult learning theory; 3. Supports collaboration, typically in job-embedded contexts; 4. Uses models and modeling of effective practice; 5. Provides coaching and expert support; 6. Offers opportunities for feedback and reflection; 7. Is of sustained duration. The study tested by Gennifer Gore et al. (2023) was a pedagogy-based, collaborative teacher Professional Development approach for impact on the quality of teaching. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale. Authors such as Stronge and Tucker (2000) agree that the teacher is the most important school-based factor in student achievement. However, uncertainty remains about what comprises “effective” or “professional” teaching. By understanding and sharing a standard definition of “professional” and “effective,” one can improve teaching so that more students will benefit from successful educational experiences. In their paper (2004), Mercedes S. Tichenor and John M. Tichenor examine what it means to be a professional and exhibit professionalism in education from the perspective of practicing teachers. Nihan Demirkasımoğlu (2011) argues that teacher professionalism means meeting specific standards in education, and it is related to proficiency.

Teacher professionalism is a daily requirement for working with the nation’s future children with various characteristics, none of which are the same. Professional instructors are educators with a wide range of skills. [Rialdi, 2022]. In essence, educational professionalism is the cornerstone of quality education. It ensures that educators provide the best possible educational experiences while upholding the highest standards of ethics, integrity, and respect, ultimately shaping the future of students and society.

Leda Kamenopoulou (2016) critically discusses some benefits and limitations of using Ecological Systems Theory (EST) in research on Inclusion and Special Educational Needs/Disabilities (SEN/D). In support of this discussion, she has drawn on reflections from a study she conducted on the social inclusion and participation of young people with dual sensory impairment in mainstream schools.

The effects of COVID-19 and globalization have brought about cultural shifts that are influencing the education sector, resulting in consequences that often perplex educators. In many instances, educators require new strategies and exposure to novel learning approaches to effectively carry out their daily responsibilities.

"Teaching is more than imparting knowledge; it is inspiring change. Learning is more than absorbing facts; it is acquiring understanding."—William Arthur Ward

The post-Method era is a period of intense inquiry and research in all fields of study. This age calls for efforts to reconstruct the relationship between theories and practices, thus enabling teachers to construct classroom-oriented theories of pedagogical practice. In today’s post-modern world, the role of a teacher has changed a lot and has become very challenging. We must keep ourselves abreast with technological advancement and make the utmost use of technological development to make the classroom a space of inquiry, interaction, and exuberance. Professionalism in the field of education involves interacting with students, colleagues, administrators, parents, and other members of the community in an appropriate and respectful way that encourages a successful learning environment.

The primary goal is to encourage research in the field of education and the application of theoretical knowledge in classrooms. We welcome submissions that will contribute towards molding visionaries of high-quality education. By examining the importance of educational professionalism, authors can contemplate the enhancement of the skill sets of teachers across all levels of education – like counselors, educational psychologists, child psychologists, and social workers.

Research works that go beyond boundaries towards a brighter future for the coming generation by redefining the role of educators and trying to comprehend the nuances of educational professionalism are encouraged.

We invite high-quality research articles that address but are not limited to the following themes:

· Biological / Medical Approach and Strategies in Education
· Psychological Approach and Strategies in Education
· Family Approach and Strategies in Education
· Moral Approach and Strategies in Education
· Philosophical Approach and Strategies in Education
· Physiological Approach and Strategies in Education
· Sociological Approach and Strategies in Education
· Ecological Approach and Strategies in Education
· Community/Cultural Approach and Strategies in Education
· Technological Approach and Strategies in Education
· Spiritual Approach and Strategies in Education
· Professional Pedagogy, Andragogy, Heutagogy, Peeragogy (effective peer learning), and Cybergogy (engaging students in an online environment)
· Classroom Action Research
· Challenges in 21st-Century Higher Education
· Stakeholders’ Responsibility
· Assessment and Evaluation
· Holistic Education

Other relevant topics may also be submitted. Submissions that address varied aspects, both theoretical conceptualizations and empirical studies may be in the form of short communications; letters; short or long research articles; reviews; mini-reviews; conceptual analyses, and more.

Authors are encouraged to submit manuscripts adhering to the journal’s guidelines.

This research topic serves as a path-breaking initiative to propel discourse on holistic education in the post-modern era, inviting a wide gamut of perspectives and contributions from the academic community.

Keywords: Educational Professionalism, Trends in Education, Educational Challenges, Systemic Perspectives, Teacher Development, Educational Leadership, Educational Policies, Professional Development, Teacher Quality, Emerging Educational Practices

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.