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PROLOGUE
ceiveproblemsthatarenotperceivedwhenonlylookingthroughthelensoflocal
cultures,andthecontributionscanalsoinspiresolutionsthroughprojectsand
actionsthatarerealisticandfeasibleforothercountries.Tochangehowteachers
areeducated,opportunitiesneedtoberecognized,andyetthevariousentangle-
mentsandsystemicbarriersthatareperceivedfromthesoleperspectiveofone’s
owncountrymayseemincomprehensible.
Inadditiontospecificeducationalissuesrelatedtodińerentculturalcon-
texts,certainthemesinthiscollectionarecommontoallcountriesbecausethey
areassociatedwithdynamicglobalchange.Herewerefer,amongotherthings,
tothefasterpaceofdevelopmentofmoderntechnology,whichhaschangedthe
learningprofilesofbothchildrenandadults,pedagogicalknowledgeandknowl-
edgeabouttherealitytheylivein,andaboveall,thedemocratizationofedu-
cation.Questionssuchasthefollowingseemtobeeverpresent:Whatroledo
professionalstudieshaveinpreparingfutureteachersforchange,andwhatshould
studentslearnduringthesestudies?Howshouldthepracticesofhighereducation
bechangedsothatfutureteacherswillchangeprevalentschoolpractices?Howcan
wedevelopthedispositionsnecessaryforteacherstobeethicalandprofessional?
Besidesknowledgeandskills,thenewgenerationofearlychildhoodteachers
mustalsohaveadispositiontocare(Nowak-Fabrykowski,2011)andbeableto
followtheprofession’sethicalcode(Feeney,Freeman&Pizzolongo,2012).Tese
teachersmustbeabletohelpchildrendevelopprosocialbehavior(Nowak-Fab-
rykowski,2013;Nowak-Fabrykowski,Gurskyetal.,2016)thatwillhelpthemto
liveandworkwithadiversityofpeople.
Ifwewanttomakeaprofoundchangeintheareaunderinvestigation,all
ofus(academics,in-serviceteachers,andfutureteachers)mustparticipatein
theeffortsmadetowardsaparadigmshift,orchangesinassumptions:from
transmissiontotransformation,frombehavioraltoconstructivistapproaches,
fromteachinginformationtowardsaparadigmoflearninginasocialcontext
(Darling-Hammond&Brensford,2005).Thesewillcomefromachangeof
orientationinthecurrentapproachtoteachereducation:fromfunctional-
istandtechnologicaltohumanistandpersonalist,frompassivetoreflective
teachers.
Tereispresentlyanemphasisinteacherpreparationonteachingtheimple-
mentationofdevelopmentallyappropriatepractices(Copple&Bredekamp,2009),
basedonthephilosophythatchildrenareactivelearnerswholearnthroughplay
andwhodemonstratewhattheyknowinmultipleways(Gardner&Perkins,
1989).Teacherswhoimplementthesepracticesareconsideredtobeguides(Stra-
