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PROLOGUE
DowehavefiDelityintheteachinganDteacherProfession?
(NODDiNGS,1986)
However,theexperiencesofacademicteachersandpractitionersshowthatthere
aremanyenthusiastsamongusregardingtransformation,innovatorswhoprove
thatchange,albeitslow,ispossible.Testrategiesweadoptmaybeslow,involving
multipleyearsandbegradual,systematic,andpeaceful,ortheymaybeviolent
processesthatdynamicallybreakwiththeoldmodel(seeBoyd,2014;Mias,2011).
Recognizingthatchangingthemodelofworkingwithchildrenrequiresachange
intheeducationandtrainingofteachersand,aboveall,amodificationofthe
educationalphilosophyoffuturestudents,wemustdiscusstheneedtoreviseand
updaterequirements.Inrecentyears,anumberofpublicationshavedescribed
changesinacademicculture,primarilyrelatedtotheprofessionaldevelopment
ofacademicteachers(e.g.,Boyd,Szplit&Zbróg,2014;Vaz-Rebeloetal.,2015),
theacademiceducationoffutureteachers(e.g.,Bałachowicz&Adamek,2017;
Boyd&Szplit,2016)andtheprofessionaldevelopmentofteachersandpracti-
tioners(Adamek&Bałachowicz,2013;Day&Gu,2014;Fullan&Langworthy,
2014;Boyd,P.,Hymer,P
.&Lockney,2015;Prainetal.,2015).Teauthorsofthese
papersidentifytheconditionsforsuchchangesandtheirconsequences.Terich
literatureislargelytheoretical,analytical,andessayistic,withfewempiricalstud-
ies,includingstudiesofinternationalprojects.Inthismonograph,wetrytocom-
plementthisresearch.Tespecificitiesofeducatingfutureteachersofyoungchil-
drenindińerentcountriesarethemselvesdińerentduetodivergingsociocultural
andsocioeconomicconditions.Tismonographprovidesamultilateralpicture
oftheprocessofpreparingprospectiveteachersfortheearlyeducationteacher
profession.Atthesametime,thedińerencesarisingfromthedińerentcultural
contextscanbeasourceofinspirationfromwhichwecanderiveideasforchange
bylearningfromeachother.
Teconcepts,ideas,andspecificsolutionsimple-
mentedininternationalprojectsaswellascountry-specificempiricalresearch
maybetheimpetusforimportantchangesinindividualcountries.Inaddition,
varyingorientations,models,andapproachestoteachereducationcanalsopro-
videtheoreticalandmethodologicalinspirationfortheprospectiveteachers’
earlyprofessionalcareerresearchandforchangingpre-primaryandearly-school
practices.Tisisimportant;astheexamplesofsomeoftheOECD’smostdevel-
opedcountries(e.g.,FinlandandIreland)show,thesocioeconomicdevelopment
ofacountryiscloselylinkedtothequalityandworkingconditionsofitsteachers.
