Professionalism and Placement Practices in Early Childhood Initial Teacher Education

Arising from the increased recognition of practicum placement experiences’ critical role in the professional development of early childhood education teachers, this volume explores international perspectives on professionalism and placement practices in early childhood initial teacher education. Given the rapid expansion of early childhood education and care (ECEC) globally, many countries have seen the exponential rise in ECEC centres, resulting in a subsequent need for a steady supply of skilled professionals to ensure high-quality ECEC for children's learning and development. Showcasing experiences from across the globe, including Australia, the US, South Africa, Chile, China, Ireland and Poland, this book demonstrates how initial teacher education curricula can embed strategies to build pre-service teachers’ professionalism and confidence during their practical placement, exploring mentorship, professional identity, and experiential learning. Using a unifying constructivist framework that positions pre-service teachers as active learners across diverse international contexts, chapters focus on diverse learning needs and move beyond Western hegemonic views through integration of non-Anglophonic cultural, and indigenous perspectives and inclusive practices.