This article investigates the prior learning of pre-service early childhood education students in the area of global education, a new curriculum initiative in Australian schools. 65 teacher education students entering the Bachelor of Early Childhood at the University of Western Sydney (UWS) responded to a survey on global education during their orientation programme. The results show that unlike primary and secondary teachers who describe university courses and specific content as reflecting global education; early childhood educators describe global education knowledge and perspectives as representing social processes related to working with young children.

A socially just society is one in which all people are accorded equal worth and opportunity. It is a society incompatible with any form of prejudice or discrimination based on race, class, gender, sexual orientation, age, physical ability or any other factor .This article explores current research into the role of education in combating social injustice. The authors have reconfigured a number of the identified themes from these research papers into four groups of issues of which teacher education programmes must be cognisant if they wish to work towards social justice outcomes.

The goals of this study were two-folded: (1) to examine the effectiveness of student-led teacher research as a vehicle for strengthening preservice teachers' preparation to form relationships with the families of infants and toddlers and (2) to enhance preservice teachers' sense of professionalism and commitment to the field of early childhood education. Results suggested that the students experienced both personal and professional growth during the course of this teacher research project. Students reported gaining new insights about parent-provider relationships in infant care, strengthening interpersonal communication skills, and constructing a greater sense of professionalism, advocacy, and allegiance to the early childhood field.

The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.

The purpose of this two-wave survey study was to test a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the relationship between teacher education and graduates’ choice on job entrance.