Journal of Early Childhood Teacher Education

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.