Editors’ Notes

In this issue, we are excited to include five articles that advance the research areas in teacher preparation. Research manuscripts on trauma-informed practices, advocacy, and equity-based change bring topics that are innovative and riveting to teacher preparation. Two other manuscripts move forward research on university supervision in new and invigorating ways. Throughout all the articles, we hope you find ideas that challenge your thinking and practices. The first article in this issue of the journal, coauthored by Courtney Beers Dewhirst, Emily Spivey, Chang Sung Jang, and Rebecca Grimes, is titled “Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices.” The authors conducted a mixed-methods study researching the perceptions of teacher candidate interns and the perceptions of their cooperating teachers related to their understanding and engagement in discussion trauma and trauma-informed practices. Conceptually framed by Wenger’s communities of practice and Peck et al.’s organizational learning and program renewal, the authors found that both the interns and the cooperating teachers highly perceived the importance of understanding trauma-informed practices and engaging in discussions. However, both the interns and the cooperating teachers reported that they did not feel prepared to engage in trauma-informed discussions. This article offers valuable implications for teacher educators to consider when revising their programs to include trauma-informed practices. In her article, “How do Teachers use Inquiry and Advocacy as Curriculum? A Longitudinal Study,” author Catherine Lammert investigated the appropriations, i.e., the selective use and repurposing and blending of inquiry and advocacy. After completing a three-semester preparation program grounded on inquiry and advocacy, three teachers in their first two years as classroom teachers participated in this study. The three teachers reported on their adaptiveness of the concepts into their practices. The author emphasizes that these two conceptual frameworks are connected inside activist teaching. Cultural Historical Activity Theory (CHAT) enabled the teachers to help shape teachers’ practices to promote students’ interests, engagement, and well-being over time. Recommendations for teacher educators to include the concepts and practices of activism as curriculum during teacher preparation programs, especially during clinical field experiences such as internship, are strengthened through mentorship to gain confidence and competence with inquiry and advocacy. Kathryn Struthers Ahmed, Jody Polleck, and Lacey Peters, authors of “Building Community and Creating Change: Collaboratively Engaging Diverse Educational Constituents in Schoolwide EquityBased Work,” examined the effects of a series of public events focused on justice, equity, diversity, and inclusion. Facilitated by their institution’s Equity and Advocacy Committee, the events included teacher candidates, classroom teachers, school administrators, and higher education teacher educator faculty. Framed by culturally sustaining pedagogy and communities of practice or situated learning, the researchers collected data via surveys and focus groups for this mixed-methods study. Participants in the study reported modifications to their mind-sets and practices that became a part of their professional and personal lives. The authors offer recommendations for teacher educators to incorporate into their teacher preparation. Our fourth paper in this issue is “Attending to Process in Teacher Education: Small but Impactful Changes to the Teacher Supervision System” authored by Anne Garrison Wilhelm, Ann Marie Wernick, and Murphy K. Young. As part of Raising Texas Teachers, a network of district and university teacher preparation programs, the authors investigated the challenges to ACTION IN TEACHER EDUCATION 2023, VOL. 45, NO. 3, 183–184 https://doi.org/10.1080/01626620.2023.2228618