The construct of Developmentally Appropriate Practices (DAP) has become a hallmark for educational practice in the United States. From DAP's initial publication in 1986 to the most recent revision published in 2022, DAP serves as a reference point for teacher education to support effective teachers' development and practice. However, DAP is a…

Many teacher educators (TEs) see their role as influencing radical change in K-12 classroom teaching. And yet, many TEs might characterize their own growth as steady and measured experimentation. In this paper, we explore sudden and drastic changes to praxis that TEs experienced when reorganizing their courses and programs around Mediated Field…

Teachers' positive relationships with families contribute to the social, emotional, and intellectual development of children in early childhood education programs. Effectively involving, communicating, and partnering with families requires a unique set of professional abilities. Teachers must hold a deep understanding of the cultural and…

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and…

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students' learning. Aim: The aim of this self-study research was to improve my own practice in early childhood…

This paper applies a cultural-historical approach to researching the perspective of academic pedagogy teachers on good, campus-based teaching practices in the arena of play following the reform of Norwegian early childhood teacher education. The research material comprises over three world café conversations with a total of 13 pedagogy teachers.…

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and…

This qualitative study examined two sections of a course in child development, one online and one face-to-face, for comparisons related to constructivist approaches of the instructor and constructivist processes of the learners. Themes for each course section were more similar than different, indicating that factors other than delivery method play…

Many US K-12 teachers in ethnolinguistically homogenous, rural areas are not adequately prepared to meet the needs of their English language learner (ELL) students. Such educators often lack conceptual understanding of language pedagogy and affective investment in ELLs. The field of language teacher education (LTE) needs research on how to better…

In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San…

There is growing international concern about the extent to which teachers are prepared to work with an increasingly diverse student (and community) population. To date, research into the relationship between teacher preparation and preparedness to teach diverse learners has not focused on teacher educators' understandings about teaching to/about…

In this study, we examined the learning of preservice teachers associated with the features of a literacy tutorial experience. Our qualitative study focused on the close inspection of the experiences of 7 focus cases out of the 19 preservice teachers enrolled in our program across a one-semester tutorial experience. Through our research we…

In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in…

This international research project examined the value of utilizing an early childhood program assessment instrument as a tool for in-service professional development and self-reflection for kindergarten teachers in Parma, Italy. Teacher educators from universities in Italy and the USA conducted the study collaboratively. Goals of the study were…

The intent of this qualitative study was to examine pre-service teachers' growing awareness of the role dispositions and autonomy play in the classroom and the implications these constructs have for teaching and learning. Teacher candidates' written reflections and focus group statements revealed three robust emergent themes: engagement,…