Critical Issues in Early Childhood Teacher Education
An International Perspective
Call for Chapters
This edited book will examine critical issues in the field of early childhood teacher education in diverse global contexts. In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.
We invite prospective authors to submit proposals on a variety of issues concerning early childhood teacher education. However, there are no restrictions as to the type of chapter you may submit. Our interest is in developing a text that includes a variety of chapters such as program descriptions, theoretical frameworks, as well as research studies. We also welcome papers that address some of the current challenges and dilemmas of early childhood teacher education, including perspectives from different countries. For example, papers might consider critical questions such as:
• How can we raise the overall quality of teacher education programs?
• Should there be more rigorous assessment of teacher candidates, including demonstration of teaching ability?
• How can we help pre-service teachers to develop practices grounded in empathy and social democracy?
• What is the role of service learning in early childhood teacher education?
• To what extent should teacher preparation programs and certification procedures be identical or standardized.
• To what extent should in depth clinical experiences be integrated into teacher early childhood teacher education
• What are the roles of teacher educators who help prepare and nurture the future early childhood teachers?
Prospective authors are invited to submit a 700-1500 word proposal to the editors by June 15, 2017. Proposals should include a cover page, the manuscript proposal, and references. The proposal should be written in accordance with the latest edition of the APA style manual and submitted in Microsoft Word format. The editors will review the chapter proposals and authors will be notified by July 15, 2017. Final drafts of all chapters will be due by Nov. 15, 2017.
On the cover page, please provide the name of each author, title, current position, institution, work mailing address, phone number, e-mail address, and a short (3-4 sentences) biographical statement.
In the proposal, please include a proposed title for the chapter. An organizational structure for the manuscript (including key headings/subheadings) should clearly delineate the content of the chapter. Within the proposal, please cite 2-3 key texts or papers that support your work. We will invite accepted chapter authors to conduct a blind review of one or two papers in order to improve the overall quality of the final text.
Proposals Submission Deadline: Jul 22, 2017
Full Chapters Due: Dec 31, 2017
Submission Date to the publisher: Mar 15, 2018
Should you have any questions, please feel free to contact the editors.
School of Teacher Education
2208 Stone Building
Florida State University
Tallahassee, FL 32306
School of Teaching and Learning
212 De Garmo Hall
Illinois State University
Normal, IL 61790