Journal of Early Childhood Teacher Education

Journal overview

2018 CiteScore: 0.99 - values from Scopus

The Journal of Early Childhood Teacher Education is the official journal of the National Association of Early Childhood Teacher Educators. 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. Teacher education can focus on pre-service teacher preparation and in-service professional development. For the purposes of manuscripts published in JECTE, early childhood education generally is considered from birth through grade 3. JECTE welcomes research manuscripts, reflective reports on innovative teacher education practices, and reviews of professional learning resources.

Peer Review Policy:

All articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by three anonymous reviewers.

Reflections on Practice:

The writing of these submissions should center on the specific practices used within higher education settings pertaining to early childhood teacher education and preparation, or field practices geared toward professional development for early childhood teachers. Submissions detailing both proven and innovative practices in this line of research are welcomed. For authors considering submitting a reflection on practice to JECTE guidelines are provided below:

The practices emphasized within the writing should build upon a strong theoretical framework, rather than detail the practices alone.
A review of current and relevant literature should accompany a sound, concise and explicit rationale for the use of such a practice in teacher education.
Thorough details of the practice and its implementation should be provided for the sake of replication.
Although data collection and analysis is not a requirement for submissions of this category, authors should include possible implications of practices and directions for future inquiry. At a minimum a connection should be made between the practices and teacher education.

Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106

Authors can choose to publish gold open access in this journal.

Read the Instructions for Authors for information on how to submit your article.

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