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

  • Chelsea T. Morris University of West Georgia
  • Lindsey A. Chapman University of Florida
Keywords: distrupt, learning and unlearning, teacher education

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.

References

References are shown in the text.
Published
2020-06-04
How to Cite
Morris, C., & Chapman, L. (2020). Special issue editorial: Disrupting norms in teacher preparation programs: Navigating challenges and sharing successes. Journal of Culture and Values in Education, 3(1), i-iv. https://doi.org/10.46303/jcve.03.01.ed

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