Voices of Practitioners: Teacher Research in Early Childhood Education is NAEYC's peer-reviewed, professional online journal. Its main purpose is to provide a vehicle for publishing the research of early childhood teachers, who are often underrepresented as authors in the educational research arena. This publication includes informative articles, resources, and tools to promote the participation of early childhood teachers in teacher research.  Voices of Practitioners is published in February and May. 

In teacher research, teachers engage in the systematic study of their own practice. Deeply involved in the daily lives of children and their families, teachers provide a critical insider perspective through publishing their investigations and reflections on life in their classrooms.

Voices of Practitioners includes four sections: Teacher Research Articles, What Is Teacher Research?, Teacher Research Initiatives, and For the Teacher Educator. In What is Teacher Research? the articles describe the meaning of teacher research. Teacher Research Initiatives highlights the wide range of early childhood teacher research initiatives and inquiry communities through brief summaries. For the Teacher Educator offers practical information and stimulating discussions about teacher research issues for early childhood teacher educators who want to incorporate teacher research into their programs and support teacher research in early education communities.

Teacher research is important to the early childhood profession. Teachers grow more competent when they examine their questions about teaching and learning, reflect with colleagues, and make improvements in their teaching practice. Their research benefits the early childhood field by contributing to the knowledge base on how young children develop and learn and by providing insight into the role of the teacher.

We are currently seeking submissions. See the submission guidelines to submit to any of the sections.

Editor

Co-Editor

Executive Editors

Ben Mardell
Lesley University

Frances Rust
University of Pennsylvania

Andrew Stremmel
South Dakota State University

Teacher Research Steering Committee

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