Journal of Early Childhood Teacher Education (JECTE)

The Journal of Early Childhood Teacher Education is the official journal of the National Association of Early Childhood Teacher Educators. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. Teacher education can focus on pre-service teacher preparation and in-service professional development. For the purposes of manuscripts published in JECTE, early childhood education generally is considered from birth through grade 3. JECTE welcomes research manuscripts, reflective reports on innovative teacher education practices, and reviews of professional learning resources. 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:

Journal of Early Childhood Teacher Education (JECTE) is :-

• International, Peer-Reviewed, Open Access, Refereed, a strong theoretical framework, current and relevant literature, early childhood teacher education, pre-service teacher preparation, service professional development, childhood education , Online or Print , Quarterly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 1090-1027, E-ISSN: 1745-5642, Established: 1979, Impact Factor: 0.9
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE