This essay presents a case of collaborative learning and lesson design between general and special education teacher candidates through a synchronous online class during the Covid-19 pandemic We propose a theoretical framework of Pedagogical Content Knowledge (PCK) for inclusive history-social studies teaching and detail how we used the framework to organize and facilitate this collaboration We focus on strategies and tools for online group activities in which candidates work together to develop subject matter knowledge, understanding of students, and pedagogical strategies for teaching and learning in inclusive elementary classrooms We use teacher candidates' evaluations, reflections, and lesson materials to highlight the utility of online learning environments for engaging general and special education teachers in meaningful collaboration
Anzaldua's borderlands loom large in the experiences of a first-year, assistant professor in a rural, predominantly working-class Mexican community near the United States/Mexico border Tensions and dislocations, along race, class, immigrant background, and language in a transborder teacher education program, were exacerbated by the Covid-19 crisis These tensions are exemplified in the written reflections of two male teacher candidates of Color who were also employed as essential workers while enrolled in a teacher education program Examining their written reflections illuminates the ways in which physical and symbolic boundaries affected their material conditions and their pursuit of teaching credentials Recognizing the intersectionality of teacher candidate lives and the implications for their entry into the teaching profession illuminated the role critical fronterizo teacher education programs can play in assuring more equitable opportunities for teacher candidates
The Covid-19 pandemic has resulted in an unprecedented upheaval of the traditional teaching context Fortunately, disruptions can also catalyze innovations as they cause the field to re-examine its assumptions and practices Re-thinking how we mentor pre-service and early-service teachers is one area that shows particular promise for improving teaching I cite examples from my experience as a mentor teacher and a teacher educator to question traditional models of mentoring that inhibit innovation, collaboration, and reflective practice Tools and routines that explicitly draw out the assets each member brings to the teaching dyad are needed to address the challenges of our current context, encourage thoughtful instructional change, and build teacher agency and collaboration
