Journal of Early Childhood Teacher Education

Preschool teachers’ beliefs about and instruction for writing

A reflective professional development intervention model of early writing instruction

Supporting dual language learners in Head Start: teacher beliefs about teaching priorities and strategies to facilitate English language acquisition

How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading

A review of research on technology-mediated language and literacy professional development models

Effects of prior formal and informal caregiving experiences on undergraduates’ infant/toddler caregiving knowledge and beliefs

Exploring mathematics identity: an intervention of early childhood preservice teachers

Developing preservice teachers’ sensitivity and confidence: a service-learning experience at a homeless shelter

Addressing 21st-century crises through children’s literature: picturebooks as partners for teacher educators

Shifting perspectives: preservice teacher preparation in family engagement

Preservice teachers’ experiences with internship-related challenges in regional schools and their career intention: implications for teacher education programs

Fostering a “head start” in math: observing teachers in early childhood mathematics engagement

Singaporean educarers’ reflections about their role and practices in the education and care of infants

Ruminating on love and care in early childhood teaching

Improving STEM teaching practices with R&P: increasing the full range of young children’s STEM outcomes

Behind the curtain of early childhood coaching: a multi-method analysis of 5,000 feedback statements

Preparing early childhood teachers for real-time and postdisaster classrooms: invisible capes and specialized planning

Introduction

Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma

Helping preservice teachers realize the transformative potential of read alouds