The field of teacher education is in the midst of a major shift—from a primary focus on the knowledge needed for teaching to an increased focus on teachers' use of that knowledge in practice.
However, there are too few opportunities for teacher educators who work across institutions, disciplines, and perspectives to grapple with what practice-based teacher education might look like and how best to prepare novice teachers to engage students in equitable and meaningful subject matter learning.
A driving purpose of our work together is to ensure that new teachers begin their careers significantly better equipped to create intellectually and emotionally engaged disciplinary learning for all of their students. In our work, we focus on practices that help novice teachers counter longstanding inequities in the schooling experiences of children, particularly youth from communities that continue to be marginalized in the US.