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. Click this link to access our journal website.
Announcement of Editor Search: Journal of Early Childhood Teacher Education
The National Association of Early Childhood Teacher Educators (NAECTE), in partnership with the Editorial Board of the Journal of Early Childhood Teacher Education (JECTE), is inviting applications for the next Editor of JECTE.
JECTE is NAECTE’s official, peer‑reviewed journal, publishing cutting‑edge research articles and reflections on practice in early childhood teacher education four times per year. The new Editor will serve a five‑year term (with the possibility of renewal) and is expected to begin in an Associate Editor role with the current Editor in January 2027, pending NAECTE Governing Board approval.
The Editor will:
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Coordinate timely publication and work closely with the Editorial Board and publisher (Taylor & Francis)
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Lead Editorial Board meetings (held twice annually in conjunction with NAECTE meetings)
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Solicit and shepherd high‑quality scholarship through the peer‑review process
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Liaise with the NAECTE Governing Board to support production and dissemination of the journal
Qualified candidates will:
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Be teacher educators at a four‑year institution of higher education
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Have a strong record as a researcher and scholar in early childhood education
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Have prior experience with professional publications (journal, book, newsletter, etc.)
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Have evidence of institutional support (e.g., clerical assistance, travel support, office space, and release time)
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Demonstrate capacity to manage an online publication system
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Be a NAECTE member during the term of service as Editor
Application materials should include:
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A concise statement of your vision for JECTE
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Current curriculum vitae
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Two publications
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A statement regarding your institution’s willingness to support your editorship
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Contact information for three references
Please submit all materials and inquiries by email to naectejournal@gmail.com. Application review will begin June 30, 2026 and continue until the position is filled.
Journal of Early Childhood Teacher Education
Call for Manuscripts
Special Issue: Well-being in Early Childhood Teacher Education: Research, Practice, and Policy
Guest Editor(s):
- Jennifer Baumgartner, Professor of Early Childhood Education, Louisiana State University
- Alison Hooper, Associate Professor of Early Childhood Education, The University of Alabama
- Courtney O’Grady, Assistant Professor of Early Childhood Special Education, The University of Alabama
Overview of the proposed themed issue
This special issue explores the multifaceted dimensions of well-being for early childhood educators, defined as those who teach and care for children birth-8 years, shifting from a deficit-based focus on stress and burnout to a strengths-based approach focused on fostering thriving professionals (Fox et al., 2023). The importance of supporting early childhood educators’ well-being is increasingly recognized (Cumming, 2027; McMullen et al., 2020; Nalipay et al., 2024; Schonert-Reichl, 2017). However, research on effective strategies for supporting well-being, including during pre-service education, remains limited (Braun & Hooper, 2024; Steiner & Woo, 2021; Zito et al., 2024). The significant role teacher educators play in shaping educators’ well-being will be a central focus of the special issue. We aim to highlight effective strategies in teacher education programs that foster resilience, promote positive work environments, and build supportive communities of practice.
We welcome papers that address these and other questions of interest:
- What innovative pedagogical approaches and teacher educator models foster pre-service teachers’ sense of agency, efficacy, resilience, and ethical practice?
- How can early childhood teacher education programs effectively integrate well-being into curricula, preparing pre-service and in-service teachers to thrive across their careers?
- What are the key challenges to early childhood teacher well-being at various career stages, and across various contexts and how can mentoring, professional development, leadership, and supportive policies foster resilience, career longevity, and sustainable work environments?
- How can teacher educators develop and demonstrate competencies for integrating well-being into their programs, modeling self-care, and fostering collaboration among schools, communities, and families to create supportive systems for teachers?
- What kinds of professional learning models produce sustainable gains in well‑being across diverse settings and roles within early childhood education?
Purpose of the proposed themed issue:
Teacher well-being is a critical issue in early childhood teacher education, influencing both the preparation and longevity of educators in the field. Supporting well-being is essential for recruiting and retaining teacher candidates, ensuring their success beyond graduation during the induction phase, and sustaining their commitment to the profession. Additionally, well-being is embedded in NAEYC’s Professional Standards and Competencies for Early Childhood Educators and Code of Ethics for Early Childhood Educators, underscoring the need for teacher education programs to explicitly address it as part of professional preparation. This special issue seeks to explore the current theory and research of well-being in early childhood teacher education that will highlight the central questions, issues and complexities with a goal of moving toward a more sustainable and supportive profession.
Type of manuscripts that are welcomed in the special issue:
This special issue will welcome manuscripts aimed at both researchers and practitioners. This includes qualitative, quantitative, and/or mixed methods empirical research, conceptual papers, policy analyses, and practice-based articles. We welcome submissions from researchers and practitioners who work with children from birth through age 8 and those who work in higher education.
Deadlines and Submission and Review Process:
- Proposals due 2/15/2026
- Authors notified 3/15/2026
- Full manuscript due 5/15/2026
- Estimated special issue publication 7/15/2027
Proposal Submission Guidelines
- Proposals (500–700 words) should clearly outline:
- Title of the proposed manuscript.
- Purpose and contribution to understanding or advancing well-being in early childhood teacher education.
- Conceptual or theoretical framework guiding the work, if applicable.
- Methodology or approach (for empirical, conceptual, or practice-based papers).
- Key findings or anticipated insights and implications for teacher education.
- Author information (names, affiliations, and contact email).
Proposals should be submitted as a Word document (12-point font, double-spaced) to the guest editors—jbaum@lsu.edu, alhooper2@ua.edu, and ceogrady3@ua.edu—by February 15, 2026.
Notification of proposal decisions will be sent by March 15, 2026, and full manuscripts will be due May 15, 2026.
JECTE is published by Taylor and Francis. Manuscripts submitted to JECTE should be uploaded electronically at http://mc.manuscriptcentral.com/ujec.
Members have online access to JECTE through the Members Only section of our site: To view articles login to the Members Only page and click on “View Journal.”
Are you missing important NAECTE News or the latest edition of JECTE? Please contact our VP for Membership to verify your contact information and membership status.