Special issue editorial: Disrupting norms in teacher preparation programs: Navigating challenges and sharing successes

Abstract

In compiling this special issue, we sought to not just share what is being done, but also showcase who is doing the work in teacher preparation. The process of editing this special issue was one of both learning and unlearning, and we are grateful to have had the opportunity to dig deeper into what it means to truly disrupt. We thank each of the authors for their willingness to be vulnerable and participate in making this special issue what it is. We are hopeful that the varied perspectives and approaches represented in the articles included here serve as both an inspiration and model for meaningful change. Finally, we offer this special issue as a call to action for educators across the entirety of the educational system. In a time of uncertainty and unrest, we have the opportunity and responsibility to do differently and do better.

Predicting High School Students’ Global Civic Engagement: A Multiple Regression Analysis

“…The world in which today’s adults were educated is essentially dissimilar from the world in which today’s young generations live (Asia Society, 2016; Cantu, Varela, Jones, & Challoo, 2021; Carothers, Aydin, & Halpern, 2021; Evans-Amalu & Claravall, 2021; Shatunova, Bozhkova, Tarman, & Shastina, 2021). These changes have raised questions about the aim of education and the role of schooling (Guerra, Lopez, & Benavides, 2020; Lee & Lee, 2020; Leslie, Watson, Borunda, Bosworth, & Grant, 2021; Morris & Chapman, 2020).…”