![]() Dewey’s special focus throughout the essay is on teachers’ growing knowledge of their students and of their students’ thinking. Over a century ago, John Dewey ( 1977) wrote his essay “The Relation of Theory to Practice in Education,” in which he provided a remarkable blueprint for teacher education that continues to be relevant for teachers and teacher educators today. We look forward to being in touch with you. Also, watch for Voices of Practitioners conference sessions, which take place each year at NAEYC’s Annual Conference in November and Professional Learning Institute in June. To get started, please take a look at our recent Voices articles ( /resources/pubs/VOP) and our manuscript guidelines ( /resources/pubs/VOP/about-voices-practitioners). Consequently, we editors typically work closely with the authors of provisionally accepted manuscripts to support the development of their articles. We understand that early childhood practitioners cannot easily find the time and energy to write pieces for publication. We are eager to receive teacher research from various perspectives and settings. Practitioners might include home visitors, social workers, parent educators, and community educators who work in places such as children’s museums, community gardens, libraries, and after-school programs. We are looking for infant and toddler, preschool, and primary-grade teachers in institutional and home care settings school leaders and administrators teacher educators and others in related fields who work with children birth to 8 years. The editors of Voices of Practitioners strongly encourage you, as an early childhood practitioner, to submit a manuscript about your teacher research. Rust shows how teacher researchers are positioned to create educational environments in which children love learning and educators become great teachers-their work thereby contributing to the improvement of our educational system for all. These habits of mind allow us to grow as professionals throughout our careers. In each case, Rust demonstrates how an inquiry stance enables us to continually deepen our understanding of the children we work with and to courageously engage in conversations about our practice. 2014), and one by a teacher educator (Murphy 2016). To provide a range of perspectives, Rust considers two studies by individual teachers (Escamilla Calan 2016 Ardalan 2017), one by a teacher collaborative (Ortiz et al. ![]() Thoughts on the Article | Barbara Henderson, Voices Executive Editorįrances Rust uses American philosopher John Dewey’s idea of “soul-life” to frame her review of several teacher research studies published in Voices of Practitioners.
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