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Supervised Teaching Practice in Initial Teacher Education of Early Childhood Teachers in Portugal

Paulo Viana, Marta Abelha, Helena Inês, Patrícia Gramaxo, Filipa Seabra

Educating the Teacher Educators: Embedding Te Tiriti o Waitangi Relationships in Ongoing Professional Learning and Development

Sonya Gaches, Rachel Martin, Beverley Clark, Mahana Paerata

Experiences and Perceptions of Distance Learning among Early Childhood Pre-service Teachers in Korea during the COVID-19 Pandemic

Jinwha Lee, Il Sun Choi, Seung Yeon Lee

The Impact of Music Pedagogy Education on Early Childhood Teachers’ Self-Efficacy in Teaching Music: The Study of a Music Teacher Education Program in Hong Kong

Dr. Fanny M. Y. Chung

The Emerging Professional Teacher Identity of Early Childhood and Foundation Phase Pre-service Teachers: Implications for Teacher Education Programmes

Rita Chikoko, Thabo Msibi

Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities

Winston Kwame Abroampa,Williams Okunloye Rotimi,Joyce Nsiah Asante

How Do Early Childhood Teachers Understand and Support the Needs of Young English Language Learners?

Carolina Cabezas,Elizabeth Rouse

How a science education course can influence early childhood teachers’ attitudes toward science?

Jia-Chi Liang

Rethinking reflective practices in teacher education through looking at in-service teachers’ experiences

Yoon-Joo Lee, Minsun Shin

Investigating Changes of Early Childhood Teacher Candidates’ Dispositions: Within One-Year Time Frame

Soyoun Bae-Suh
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