Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

Nursing Student Teaching-Learning: Resonances and Dissonances of Caring/Care

Objective: To describe and analyze the resonances and dissonances of caring perceived by the student during the teaching-learning process. Method: A qualitative, descriptive study with a phenomenological and dialectical approach. The information was collected utilizing an in-depth interview, using thematic content analysis. Twenty-one nursing students from the ninth and tenth cycles of a private university took part in the study, and the setting was the nursing school in the city of Trujillo. Results: four categories emerged: resonances of care, dissonances, awareness in the practice of human values, and innovative strategies. Conclusion: Teaching-learning with resonances of humanized care is visualized when the teacher is open, attentive, and transmits values, trust, and empathy, generating a sensitive and humane environment. But students also perceive dissonance as teacher neglect generated by negative attitudes. The teaching-learning process requires constant innovation so that nursing care is transmitted in the best way from a humanistic, scientific, ethical, and technological point of view and is experienced by the actors involved: teachers and students.

Notes from the editors

We are delighted to announce the release of the first issue of the eleventh volume of IJELS. Our January 2023 issue consists of a diverse selection of topics ranging from linguistic literacy to music literacy. The papers you are about to read cover current issues, including, Mitigation Effects on Pedagogy and Resilience, Turkish Language Curriculum and PISA 2018 Reading Skills Test, Pre-service Teachers' Metaphoric Perceptions on Reading and Reading Disability, Effect of Peer-Assisted Techniques on Students' Reading Skills and Attitudes towards Reading, Vocabulary Learning Strategies Used by Saudi University Students in Pair Work, Expert Opinions on Improving Writing Skills, Development of Persuasive Speaking Skills Rubrics, Children's Literature in the Digital Age, Effect of Theatre and Drama Practices on Social Anxiety, School Administrators' Competencies during COVID-19 Outbreak, Adolescents' Personal Values and Self-Efficacy Perceptions, Effect of School Closures on the Teaching and Learning of English during the COVID-19 Pandemic, Bilingualism on the News Headlines, Monolingual Turkish and Bilingual Turkish-Italian Children's Use of Tense-Aspect-Modality Markers, Evaluation on Turkish Teaching Accounts on Instagram, Being a Social Studies Teacher and Student in the COVID-19 Period, Effect of Retro Walking Training on Dynamic Balance in Sedentary Individuals with Hearing Impairment, Sportsmanlike Behaviors and Self-Confidence of School of Physical Education and Sports Students, School Administrators' Agile Leadership and Innovation Management Competencies, Music Education in relation to Social Intelligence and Communication Skills Levels, Evaluation of Students' Cognitive and Conceptual Learning Levels in Middle School Music Lessons, Evaluation of Music Teaching Undergraduate Programs, and Somaesthetics Approaches in Music and Performance Education.

Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid

Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning.

Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)

The current study is an approximate replication of Gray and DiLoreto's (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students' perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto's model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto's study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students' perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students' responses to open-ended questions suggested that from students' perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.

Norwegian students' experiences of homeschooling during the COVID-19 pandemic

Norwegian teachers and school leaders had to organise and provide homeschooling for their students from March to May 2020 due to the COVID-19 pandemic. A survey conducted in May 2020 examined lower secondary school students' experiences of distance learning. How students at different levels of academic achievement (based on grades) experienced homeschooling was compared to comparable findings from a survey conducted on students from the same schools during the autumn of 2018. The findings indicate that students experienced less support and feedback from their teachers during homeschooling, and that teachers gave more written than oral feedback to the students during homeschooling than they do in regular school. Furthermore, there was a tendency of lower efforts and self-efficacy among low-achieving students, which might be difficult to reverse when schools reopen. The findings raise growing concerns about homeschooling leading to a larger gap between high- and low-achieving students in lower secondary school. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exploring Student Perceptions, Engagement, and Satisfaction with Instructor Made Videos in Online Courses

This study created instructor-made videos (IMVs) for online courses with the goal of increasing student-instructor connection, student engagement, overall course/instructor perceptions, and ultimately student satisfaction. IMVs were made for course introductions to outline instructor expectations, and weekly updates. The rapid increase to online learning due to recent shifts in education from COVID-19 displayed a need for continued social presence of the instructor, a concept not well-integrated into online learning environments. Students enrolled in two undergraduate introductory-level courses over two consecutive terms were studied. The methodologies consisted of student engagement data including quantity and quality of weekly discussion posts and overall grade distribution using independent t-tests and Mann-Whitney tests. The end of term course evaluations and a student survey gauged student satisfaction and student perception of the IMVs. The findings did not show a statistically significant difference;however, the data provided evidence of greater student engagement rates in courses with IMVs through higher course grades and discussion participation. Positive outcomes were reported from the course evaluation and student survey, which indicated an increased perception and student satisfaction in courses with IMVs. These outcomes contribute to the field of online education by providing support for the belief that adding IMVs into online classrooms to increase instructor presence can contribute to student satisfaction.

Links in the Chain: A Self-Study of Emotional Support in Teacher Education During COVID-19 Lockdown

In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help ofa critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this profesional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students.

Instructor's Written Feedback in Emergency Remote Teaching: EFL Learners' Perspectives

Dil eǧitiminde öǧretmenin geri bildirimi, öǧrencilere bireyselleştirilmiş ilgi saǧladıǧından oldukça deǧerli kabul edilir. Uzaktan eǧitimde öǧrenciler ve öǧretmen arasında kişisel etkileşim yokluǧu hesaba katıldıǧında, öǧretmen tarafından saǧlanan geri bildirimlerin yüz yüze eǧitime göre daha önemli bir rol oynaması beklenir. Çünkü bu geri bildirimler sadece öǧrencilerin performansının artmasına yardımcı olmakla kalmaz, öǧrenciler ve öǧretmen arasında güçlü bir ilişki kurmak için de araç görevi görür. Buna dayanarak, vaka çalışması olarak tasarlan bu makalede, üniversite düzeyinde yabancı dil olarak Íngilizce öǧrenen öǧrencilerin, acil uzaktan öǧretimde üniversitenin uzaktan eǧitim platformundaki yazı ödevlerine öǧretmenleri tarafından saǧlanan yazılı geri bildirimlere ilişkin bakış açıları ortaya konulmaya çalışılmıştır. Veriler, sekiz Íngilizce hazırlık sınıfı öǧrencisi ile yapılan görüşmeler ve öǧretmenin araştırma günlüǧüyle toplanmıştır. Elde edilen veriler tematik olarak analiz edilmiştir. Bulgular, öǧrencilerin yazılı geri bildirimler hakkında olumlu görüşlere sahip olduǧunu göstermiştir. Öǧrenciler, öǧretmen tarafından saǧlanan geri bildirimlerin kişiler arası bir yönü olduǧunu, onlara duyuşsal destek verdiǧini ve hedef dilde gelişmelerine yardımcı olduǧunu ifade etmişlerdir. Ayrıca üniversitenin çevrim içi uzaktan eǧitim platformunun geri bildirim vermek için kullanılması, öǧrencilere geri bildirim belgelerine istedikleri zaman ulaşma fırsatı sunması nedeniyle yararlı bulunmuştur. Çalışmanın sonuçları dil öǧretmenlerinin yazılı geri bildirim verme yöntemlerine ilişkin yeni bakış açıları saǧlayabilir.Alternate :In language education, instructor's feedback is considered to be of high value as it provides learners with individualized attention. Regarding the absence of personal interaction between learners and instructors in remote teaching, it is expected that instructor's feedback plays a more significant role compared to the case in face-to-face education because it does not only help to increase learners' performance in the target language and but it also serves as a tool in building a strong relationship between learners and instructor. Based on this, the present paper which was designed as a case study attempted to reveal university level English as a foreign language (EFL) learners' perspectives on written feedback given by their instructor on their writing assignments on the distance education platform of the university in emergency remote teaching. The data were collected through interviews conducted with eight English preparatory class students and the instructor's research diary. Thematic analysis was carried out on the collected data. The findings showed the interviewees had positive viewpoints about the instructor's written feedback. They stated that the instructor's feedback had an interpersonal side, gave them affective support and helped them improve in the target language. Moreover, the use of online distance education platform for giving feedback was found to be useful by the interviewees in that it provided the learners with the opportunity to have access to the feedback documents whenever they wanted. The results may imply new insights into the way foreign language instructors give written feedback.

"It's part of me”: Brazilian immigrant teachers' work in a global pandemic

Even before COVID‐19, immigrant teachers who teach immigrant children in dual language classrooms were under a tremendous amount of pressure in their schools and districts. "I know what they are going through”, Elise, a veteran teacher from Brazil, disclosed during an interview when asked about her knowledge on children's lives. She was referencing her shared identity with her students. However, in a school where immigrant teachers were a minority and so were their students, the effects of a global pandemic further exacerbated the inequalities related to quality education for children. Scholars have pointed out that culturally knowledgeable and responsive teachers are especially important in education and care settings that serve children from immigrant families. These expectations grew exponentially since COVID‐19 hit in March of 2020. Participants in this research, Brazilian immigrant women who were teachers, toggled between their identities as they empathized, supported, and cared for their students. Elise, a Brazilian immigrant teacher with over a decade of experience and the mother of three young children of her own explained, "If before I felt I could barely help and care for my students under the pressure of performing and holding up the so called effectiveness of dual language programs, now I really feel like they (immigrant children) are out of reach. And it is on me. I feel like it is my responsibility”. With the purpose of shedding light on the ways in which immigrant Brazilian teachers understand their work as educators amid a global pandemic, this article addresses the following research questions: (i) How are Brazilian immigrant women who are teachers re‐signifying their work in light of a pandemic? (ii) How do their intersectional identities contribute to their understandings of their work?

Student Relationships in Hybrid Consumer Affairs Courses During the COVID-19 Pandemic

The family and consumer sciences (FCS) discipline focuses on developing knowledge and skills that help individuals make informed decisions about their well-being and relationships (American Association of Family & Consumer Sciences, n.d.). FCS content areas include consumer affairs (e.g., personal and family finance), nutrition, hospitality management, and child development among others. These content areas are the focus of many undergraduate degree programs. This article describes students' relationships with instructors and peers in hybrid undergraduate consumer affairs courses in Fall 2020 during the COVID-19 pandemic at South Dakota State University

Factors Influencing the Teaching Beliefs of University Faculty Members during Covid-19 Pandemic

Taiwanese university educators’ efficacy is traditionally associated with the belief in aligning teaching and learning outcomes. However, existing research on teacher efficacy involving modern university educators is limited. We bridge this gap by exploring university educators’ perceived efficacy and the factors that influence those perceptions. We surveyed teachers from a national university in southern Taiwan using the Teacher Efficacy Scale and interviews about the source of efficacy beliefs. We obtained 74 survey responses and descriptive statistics and analysis of variance were performed. During the interviews, four qualitative data sets were collected, and we analyzed the data using a continuous comparison analysis method. Generally, participants had medium-to high-levels of perceived efficacy;however, levels differed by gender. Efficacy scores were also higher in course design, technology usage, and classroom management, compared to instructional strategies and learning assessments. The main sources of efficacy perception included mastery experience, role models, student-teacher relationship, professional growth, and student support. Our findings suggest several strategies for follow-up research to promote university educators’ sense of efficacy. © 2022, Editura Lumen. All rights reserved.

Um projeto educativo em (dez)encontros interdisciplinares: ressignificando os sentidos do ser, pensar e agir com estudantes em isolamento social

Esse relato de experiência consiste em um exercício de reflexão epistemológica a respeito de um trabalho interdisciplinar realizado por alguns professores e uma psicóloga, com estudantes do Ensino Médio Técnico Integrado, em uma instituição pública federal durante o isolamento social em função da pandemia de Covid-19. O projeto intitulado “vida em risco na pandemia: a relevância da ciência e a reflexão ético-filosófica se cruzam na aldeia global” teve como objetivo principal reestabelecer o vínculo institucional dos estudantes com a escolaridade por meio da mediação desses profissionais e buscou desenvolver temáticas pertinentes ao contexto da pandemia de Coronavírus Disease, a COVID-19, de modo interdisciplinar. Para tanto, foram consideradas como linhas de ação: o ser-humano em sua integralidade, como aquele que é, pensa e age. Durante esse trabalho, os estudantes puderam se exprimir de modo a enfocar suas dificuldades com esse período de rupturas, abordaram a ansiedade causada pelo afastamento da rotina escolar, ao passo que também produziram materiais sobre suas vivências no contexto de isolamento social. Por outro lado, por meio dessas experiências com o projeto, puderam entrar em contato com a perspectiva da filosofia da ciência, das relações sociais implicadas na pandemia, da produção de vacinas e seus mecanismos, além de discutirem o impacto local da pandemia.Alternate : This experience report consists of an epistemological reflection exercise regarding an interdisciplinary work carried out by some teachers and a psychologist, with students from the Integrated Technical High School, in a federal public institution during social isolation due to the pandemic of Covid-19. The project entitled “life at risk in the pandemic: the relevance of science and ethical-philosophical reflection intersect in the global village” had as main objective to reestablish the institutional link of students with education through the mediation of these professionals and sought to develop relevant themes the context of the Coronavirus Disease pandemic, COVID-19, in an interdisciplinary way. For that, they were considered as lines of action: the human being in its entirety, as one who is, thinks and acts. During this work, students were able to express themselves in order to focus on their difficulties with this period of breaks, they addressed the anxiety caused by the departure from school routine, while they also produced materials about their experiences in the context of social isolation. On the other hand, through these experiences with the project, they were able to get in touch with the perspective of the philosophy of science, of the social relations involved in the pandemic, of the production of vaccines and their mechanisms, in addition to discussing the local impact of the pandemic.Alternate : Este relato de experiencia consiste en un ejercicio de reflexión epistemológica sobre un trabajo interdisciplinario realizado por algunos docentes y un psicólogo, con alumnos de la Escuela Técnica Superior Integrada, en una institución pública federal durante el aislamiento social por la pandemia. de Covid-19. El proyecto titulado "Vida en riesgo en la pandemia: la relevancia de la ciencia y la reflexión ético-filosófica se cruzan en la aldea global" tenía como objetivo principal restablecer el vínculo institucional de los estudiantes con la educación a través de la mediación de estos profesionales y buscaba desarrollar temas relevantes el contexto de la pandemia de Enfermedad por Coronavirus, COVID-19, de manera interdisciplinaria. Para eso, fueron considerados como líneas de acción: el ser humano en su totalidad, como quien es, piensa y actúa. Durante este trabajo, los estudiantes pudieron expresarse para enfocarse en sus dificultades con este período de descansos, abordaron la ansiedad que genera el alejamiento de la rutina escolar, mientras que también elaboraron materiales sobre sus vivencias en el contexto del aislamiento social. Por otro lado, a t avés de estas experiencias con el proyecto, pudieron entrar en contacto con la perspectiva de la filosofía de la ciencia, de las relaciones sociales involucradas en la pandemia, de la producción de vacunas y sus mecanismos, además de discutir el impacto local de la pandemia.

Factores que influyen en la satisfacción del alumnado universitario en la educación en línea: Un estudio con SEM (Modelo de ecuaciones estructurales)

By taking as a reference the results obtained with a questionnaire used during the class period among undergraduate students at the Quevedo State Technical University (UTEQ) of Ecuador in the period Covid-19. The instrument consists of 35 questions classified into six factors: student-content interaction, student-teacher relationship, use of SGA platform and other digital tools, evaluation of online education, technological resources and evaluation of online education. The results obtained show that the proposed theoretical model is acceptable, which was confirmed by estimating it using the maximum likelihood method, establishing that the factors that predominantly affect student satisfaction in online education are: student-content interaction, student-teacher relationship and technological resources. El mes de marzo del 2020 se convirtió en un mes que América Latina no podrá olvidar debido a la suspensión de clases presenciales que ocurrió en casi todo el mundo como consecuencia directa de la cuarentena a resguardar por el COVID 19, donde el pánico colectivo, el estrés generado por el confinamiento y el rol de las instituciones educativas frente al uso de herramientas tecnológicas para crear ambientes de aprendizaje virtual improvisados, nos lleva a replantearnos el modo y la forma en que se educa en tiempos de crisis.

Ideational Metaphor Analysis on EFL Students' Academic Writing

-Over the last decade, research on the quality of EFL students' English academic writing has increased. However, research on EFL students' academic writing that incorporates grammatical metaphors is regarded scarce. As such, this study seeks to elucidate the occurrences of ideational metaphors in students' academic writing essays. The qualitative descriptive method was used in this study. This research involved a total of 25 undergraduate students from the University of HKBP Nommensen Medan, Indonesia, English Department, Faculty of Language and Arts, who studied Academic Writing course in the third semester. Students were required to submit a 350-word essay on the subject "Learning Challenges during the Coronavirus Pandemic." The research's data corpus totals 10,252 words. The results indicate that the students' writings contain 281 clauses comprising the ideational metaphor. It is deemed little in comparison to the corpus's overall data set of 10,252 words. Material processes dominate the incidence of ideational metaphors, followed by mental processes, relational processes, behavioral processes, and existential processes. This finding implies that the essay structure of EFL students is unlikely to have a large proportion of solid grammatical metaphor clauses. The pedagogical implication of this research is that EFL students, lecturers, teachers, and other educational practitioners interested in teaching English academic writing should be aware of grammatical metaphors in writing texts as a proxy for the quality of scientifically academic writing.

EXPLORING THE CAUSES OF SELECTED CONDUCT DISORDERS AMONG SCHOOL-GOING ADOLESCENTS IN UGANDA AND SOUTH AFRICA

The study's main issue was the causes of selected conduct disorders among adolescents in school. Adolescent conduct disorders emanate from a variety of factors that include social, economic, school, genetic status and parental factors. The purpose of the study was to explore the causes of selected conduct disorders among adolescents in school. The study was qualitative, explorative and phenomenological in nature. The study participants were parents and teachers. Data were collected using online (WhatsApp) focus group discussions due to restrictions brought about by COVID-19 that made physical interaction risky. Data were analysed in an integrative manner using findings from the two countries from parents and teachers, and thematically using themes generated from the outcomes of the online discussions. Findings indicate that conduct disorders among secondary school adolescents are a result of developmental, parental, school, social and academic factors. The study concludes that conduct disorders are recognised among the secondary school adolescents in Uganda and South Africa and pose a challenge to education and affect the proper functioning of schools. From the findings and conclusions, the researchers recommend hands-on parenting, adolescent psycho-social services, guidance and counseling services in schools, career guidance based on students' needs, academic strengths and aspirations, positive peer groups and moderation of punishment at home and at school. This has implications on the need for dynamics in parenting, teacher-student relationships and psycho-social services that are detrimental in building healthy developmental milestones that have a direct impact on behavior and conduct among adolescents.

Teaching dance in digital environments: copying through video

The central question in this paper is: What kind of knowledge is acquirable in the process of copying dance via a video? This question is approached through choreographic practice, teaching and learning experiences, as well as theoretical research. Subjects that are raised include the transmission of embodied knowledge in digital environments, the experience of failure or success, and the relationship between dance teachers and students. The possibilities offered to dance educators and students are explored, through an analysis of two dance experiments set into practice within distance education, due to COVID-19, shedding light into new perspectives in asynchronous teaching methods.

Platform Studies in Education

In this introductory essay in the "Platform Studies in Education " symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.

Student-centered approach and active learning in business education: The Irish experience

In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning-student choice, active learning, and student-teacher relationship-and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Editors' Introduction

[...]we ask ourselves once again as teacher educators, how can we continue to best prepare future teachers for the complexity that faces them as they work with students-locally, nationally, and in global contexts-utilizing a culturally and language diverse approach to general education classrooms as well as special needs students in inclusive settings? The authors are both from our Department of Learning and Teaching within the School of Leadership and Education Sciences at the University of San Diego. In "Critical, Project-Based Clinical Experiences as Sustainable 'Third Space' Reforms" Kristien Zenkov and Kristine E. Pytash-university faculty members working across college and school contexts in the U.S.-detail how teacher educators might address two challenges facing the teacher education field: (a) the long-standing critique of traditional teacher preparation in the United States as an isolated, questionably relevant ivory tower endeavor;and (b) the community and political concerns and tensions that teachers and students are facing outside of, and increasingly within, school. [...]aspects of professional practice that improve teaching and learning, for example, critical self-reflection, professional growth opportunities, collaborative relationships, and self-care, can quickly fall to the wayside as teachers are asked to take on new responsibilities related to managing COVID-19, increasing social emotional learning in light of the many challenges student are currently facing, and reacting to the current political climate pitting social and racial justice against traditional curriculum choices.