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The Future of Early Childhood Teacher Education in a Time of Changing Policy, Standards, and Programming
Guest Editors: Elizabeth Graue & Sharon Ryan

Traditionally, early childhood teacher education has been developmentally focused and framed as responding to the unique needs of children from birth to age eight.  Whether programs are housed in education or human development units, in four or two-year institutions, the concerns and characteristics of early childhood teacher education have been relatively coherent and distinct from neighboring elementary teacher education programs.  Recent changes in early childhood policy have opened new opportunities for programs for young children.  In this context, boundaries between elementary and early childhood programs are sometimes blurred and in others become even more distinct.

With increasing expectations for the early childhood workforce, a range of alternatives to traditional ECTE programs are gaining traction and new players are at the table making decisions about what children should be learning.  In this changing landscape, expectations for early childhood teachers and their professional education are being scrutinized. 

What is the future of early childhood teacher education in a time of changing policy, standards, and programming?

For this special issue we invite scholarship from across the globe highlighting critical issues in early childhood teacher education today.  We welcome a variety of forms of scholarship, including empirical research, commentary, and literature reviews related to early childhood teacher education.  Potential topics include:
• How are new learning standards shaping practices in teacher preparation? 
• How does policy create opportunities and/or barriers for teacher education programs and curriculum development?
• How responsive are teacher education programs to the early childhood workforce?
• What are innovative approaches to teacher education in the 21st century?
• How does globalization shape teacher education?
• What are potential policy and research agendas for teacher education?
• How do we measure the impacts of teacher education on teaching practices and child learning?
• What are the bodies of knowledge shaping the curriculum of teacher preparation?
• What should classroom teachers know and be able to do?  How do we support that learning?
• What are the methodological issues in researching teacher education?
• How are new policy tools like the Common Core and teacher evaluation systems affecting teacher education?

All manuscripts will be reviewed by a minimum of two external reviewers.

Manuscripts may be up to 25 pages in length and should use APA format. Submissions due November 1, 2014. 

The Journal of Early Childhood Teacher Education, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.

JECTE is published by Taylor and Francis Manuscripts submitted to JECTE should be uploaded electronically at .  For submission guidelines click here.

Members have online access to JECTE through the Members Only section of our site.  To view manuscripts login to the Members Only page and click on Journal of Early Childhood Teacher Education.

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Last Updated on Tuesday, 15 July 2014 21:47