Teacher Education’s Moment: From Solution to Challenge

Teacher Shortages: What Are We Short Of?

“…Hiring permanent in-school substitute teachers, hiring clinical teachers (Bartanen & Kwok, 2020;Goldhaber et al, 2021), and strategically recruiting undergraduates into teacher education programs (Bartanen & Kwok, 2022) have also been identified as potential avenues to alleviate teacher pipeline issues in local settings. Leaning into the challenges of national and global teacher shortages can help manage their complexities (Hallman et al, 2022). In this moment of inflection, practitioners and teacher educators must learn to be nimble, inventive, and open to new ways of tackling teacher shortages with innovative ideas throughout the teacher education pipeline-from prospective recruits to those who exit.…”

Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

“…Teacher education has focused on adopting new practices as solutions or responses to rapid changes and unexpected disruptions to the education system (Hallman et al, 2022). As these strategies are ever-changing, a more sustained approach to teacher education is to foster an orientation among pre-service educators toward complexity to better prepare them for highly variable learning environments (Hallman et al, 2022; Kennedy, 2016).…”

“…Teacher education has focused on adopting new practices as solutions or responses to rapid changes and unexpected disruptions to the education system (Hallman et al, 2022). As these strategies are ever-changing, a more sustained approach to teacher education is to foster an orientation among pre-service educators toward complexity to better prepare them for highly variable learning environments (Hallman et al, 2022; Kennedy, 2016). In line with addressing the complexity of individual learning, teacher preparation needs to enhance pre-service educators’ capacities for adaptivity and responsiveness to dynamic classroom contexts (Athanases et al, 2020).…”

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

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K-12 teachers have long been cognizant of the contested nature of the content they teach and the pedagogies they employ. Although the political dynamics of teaching may be familiar, in recent years, a rise in polarization and partisanship in the United States has contributed to an especially turbulent context for schooling (Cochran-Smith & Stringer Keefe, 2022;Hallman et al, 2022). Within this context, some teachers are required by their standards or curricula to teach difficult topics such as slavery, genocide, or human rights abuses (e.g., Florida Legislature, 2023; New York State Education Department, n.d.).Far from being limited to social studies, however, teachers irrespective of grade level or content area face a growing slate of difficult topics that can arise at any moment, entangling them in discussions of controversial issues such as abortion, policing, or gun violence.

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