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The purpose of this study was to investigate the ways novice social studies teachers perceived difficult discourses in their classrooms. Specifically, we sought to understand what social studies teachers think is difficult about navigating political discourses, and how they describe the nature of those discourses in order to draw conclusions about why some teachers choose to avoid or engage in political or social issues discussions with students. We used a collective case study and a grounded theory analysis of video recorded class sessions and video guided debriefings with teachers to explore this phenomena. We found that the degree to which teachers thought the discourse to be difficult to navigate was shaped by: emotional safety of students, teacher's own ideologies, and the distances of students’ identities from the discourse.

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This chapter illustrates the complex web of increasingly authentic experiences in a teacher preparation program. In particular, the chapter focuses on how guiding design principles inform signature pedagogies that extend teacher candidates' experiences beyond the coursework and fieldwork experiences in which pre-service candidates typically engage. These signature pedagogies-disciplinary practices, video club, rehearsals, live actor simulations, and residencies-are shaped by the guiding principles of attention to a novice teacher developmental trajectory, commitments to learning in and through practice, and attention to equity and access to learning opportunities in educational contexts. The chapter