This entry provides an overview of diversity within the field of early childhood teacher education. After an examination of important concepts in this area, the entry examines key issues related to practice, research, and theory. Theory and research reflect varied stances, namely, stances that emphasize the need for uniform policies and standards and contrasting stances that propose shifts in relationships of power. Within this latter perspective, teachers, parents, and researchers may collaborate as they conceive of new definitions of teacher education and professional development. The entry explores these efforts and provides examples of research based on such reconceptualization.