Editors' Introduction

ABSTRACT

[...]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.