This special issue seeks to illuminate the complexity of educational practices, to challenge taken-for-granted assumptions, and to identify conditions and practices that might be challenged, replaced, or maintained to improve Early Childhood Teacher Education (ECTE). We invite contributions that examine ECTE practices with attention to the range of actors and levels involved (e.g., administrative staff, researchers, ECTE teachers, in-service teachers, and student teachers). We welcome submissions that examine tensions within and between practices, raise new questions, or explore ways of conceptualising change and methodology. All papers must include a comparative and/or international dimension.

Deadline for submission of papers: March 31, 2027

Please read the full Call for Papers here.