Innovative Pathways in Early Childhood Teacher Education

Dear Colleagues,

Worldwide, there is growing interest in early childhood education and care (ECEC) and the key role of pedagogical staff (including caregivers, pedagogues, educators, teachers, and co-workers) in strengthening teaching quality and supporting children’s wellbeing and development. This trend is stimulated by global investments in the rapid growth of ECEC and the quality of childcare worldwide, including curricula for early years. The growing awareness of the importance of ECEC-related professional development corresponds with the international trend toward integrating ECEC with education and/or other family services. ECEC staff have become part of a wider work force in various countries with an integrated focus on childcare, education, and (mental) health. However, the ECEC sector faces challenges, such as a (severe) shortage of staff. Relatedly, there is an influx of new professionals in ECEC with different qualifications (e.g., lateral entrants of career-change teachers with a non-specialised degree). These varying trends in different countries have brought the pre- and in-service continuous professional development (CPD) of ECEC professionals to the forefront of practice and policy. Additionally, researchers and educators seek novel learning pathways to help new professionals who enter a changing field advance in their careers.

This Special Issue focuses on empirical studies with a conceptual–theoretical CPD framework related to an innovative approach in the professional development of ECEC staff. This includes both pre- and in-service training and workforce development at different levels (i.e., ISCED levels 2 to 7, including associate degree, bachelor’s, or master’s) and different professional roles (e.g., coach and mentor).

Suggested themes:

• Field tests and evaluations of new approaches, including job-embedded professional development (e.g., coaching/mentoring, professional learning communities, and action research as part of CPD);
• New didactic formats (e.g., VR, blended learning and bug-in-ear technology);
• Including curricular domains of professional development other than interaction skills (e.g., sensitivity or instructional support);
• (Mis)match between pre- and in-service workforce profiles in the context of changing ECEC practices and policies.

Prof. Dr. Ruben Fukkink
Guest Editor

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