Editors' Introduction: Teacher Candidates and Their Preparation: Inclusion, Care, and Critique

[...]the fourth article is a self-study of one teacher educator's ability to guide and support teacher candidates during the COVID-19 lockdown. Social emotional resiliency is no longer a nice aside but a central component to preventing future learning loss. [...]as the editorial team for Teacher Education Quarterly, we hope that these articles provide you with the opportunity to reflect, connect with the authors' ideas, and utilize their recommendations to support your own efforts to improve your teacher education program, teacher education courses, or to support the various other educator stakeholders that are in partnership with your schools of education. [...]the self-study article by Orit Schwarz-Franco and Oren Ergas, "Links in the Chain-A Self-Study ofEmotional Support in Teacher Education During COVID-19 Lockdown," reflects critically on a chain of emotional support by stakeholders linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown.

Psychology of Mobbing as a Form of Conflict in the Workplace: Finding and Testing Project-Based Learning in Students' Education

Project-based learning has long been used in universities when preparing students. However, project-based technologies are currently being increasingly used in work with students. The authors found various options for the application of these technologies in teaching psychological and pedagogical disciplines. The research aims to determine the practice of implementing project-based learning to provide a deeper practice-oriented understanding of academic disciplines. The authors use a set of methods of theoretical analysis and practical psychological techniques. The authors present the research results in the form of several generalizations. The first one concerns the fact that mobbing has recently become a stable trend in teams;a conflict often manifests itself in the form of mobbing. The study of various organizational cultures and their models shows that the optimal and morally oriented model of organizational culture is the barrier preventing the development of mobbing in the company. The practical application of the developed theory provides methodological support for training a successful specialist.

Drawings + Talk: Capturing the Multimodal Authoring of Emergent Bilinguals through Culturally Responsive Teaching

Hao and Brown explore how a teacher-researcher team created a virtual learning space that embraced culturally relevant/responsive literacy practices and supported multimodal authoring practices for emergent bilingual children during COVID-19. The extenuating circumstances of the pandemic closed many heritage language schools, and there was a need to continue literacy learning for Chinese American children. These factors caused to rethink the best ways to maintain culturally responsive and relevant literacy instruction with young learners in a distance-learning format given the power of this approach to move children toward academic success, cultural competence, and an ability to navigate critical consciousness. Their central question was: How did emergent bilingual children make meaning of stories during a virtual book club driven by culturally responsive literacy practices and a multimodal approach to authoring? In this case, they invited eight children and their parents from Ling's Chinese class to join a virtual book club that met once a week to participate in multimodal authoring surrounding read-alouds of texts connected to Chinese culture and language.

The Case for Playful Pedagogy in the High School English Classroom

Boehm and Franklin investigate how approaching pedagogy through a framework of playfulness in the secondary English classroom can facilitate joy in teaching and learning. Drawing from sociocultural perspectives of literacy, they define a playful approach to secondary literacy pedagogy as one that involves imagination, responsiveness, and laughter. Decades of research have pointed to play as a valuable classroom practice for young learners. They argue that secondary English teachers can draw on this research to approach literacy learnin playfully. English education scholars have described playful literacy learning in secondary classrooms through multiliteracies and critical literacy.

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.

PEDAGOGY STUDENTS DURING THE PANDEMIC (2021): what they think and prospects for the future of the profession

The purpose of this article is to understand what Pedagogy students, who were attending the undergraduate course during the COVID-19 pandemic, think about the profession and their professional insertion. The metodology was a camp estudy, like a survey, with describy and explory the realitie estudied. Participants are 40 students from a Higher Education Institution, located in the southern region of Minas Gerais, enrolled in the Pedagogy Degree Course, in the face-to-face and distance modes. An online questionnaire applied in 2021 was used as an instrument for data collection. The results revealed a greater participation of students enrolled in the last semesters of the course. The majority was less than 30 years old and they became the first of their family to complete higher education. They are students who help with the composition of the family income, and their earn on average up to 4 minimum wages. Students have a positive understanding of the profession, perceiving it as an instrument of social change and that they can be well paid, even though they understand that it is an arduous activity. At the same time, they have representation of a good teacher, the one who dominates knowledge, who is a mediator, flexible and who knows how to listen to the students. They would like to start their professional activity in teaching early childhood education, at the same time with studies at the postgraduate level, whether lato or stricto sensu. Finally, they declared that they felt fulfilled with the choice of the course and maintained positive feelings in relation to the professional insertion.

ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence. © 2022 Thai et al.

Open-Air Schools: Architectures For Care And Education

The need for open spaces, social distancing, and constant ventilation have put into question our collective spaces. Open-air schools, built more than 100 years ago in a period that aimed to rethink education establishments around nature and wellbeing, which involved educators, architects, and doctors, allows us to ask if it is possible to open a similar dialogue around the new care necessary in the face of the pandemic. © 2021, Pontificia Universidad Catolica de Chile 1. All rights reserved.