With increasing visibility for all educators to meet technology standards, teacher educators must prepare their teacher candidates for the increasing demand for education technology integration in preK-12 and higher education classrooms. Many university faculty, who are responsible for this preparation of teachers, feel unprepared for this challenge, which often pushes them out of their comfort zone. As teacher educators in a small university in Southern Texas, the authors explored specific engagements that serve as preparation of faculty for collaborative, online learning shared experiences and instructional strategy modeling that can enhance teacher candidates' self-regulation skills to integrate technology as they prepare to enter classrooms. As they develop and implement multiple engagements for use within their teacher preparation program, the authors maintain a growth mindset to help improve the quality of their technology interactions and continuously renew their efforts to promote the integration of technology.

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A curriculum redesign rooted in a funds of knowledge framework breaks down the power dynamics among all participants, creating a flow of information and value for parents, students, and teachers. This research is centered on a teacher educator who is part of a curriculum redesign for a teacher education program, and examines how she navigates her identity through the second year of involvement in the redesign. The Communities as Resources in Early Childhood Teacher Education Project, in which this research is situated, has four principles that guide all coursework and fieldwork. Traditional teacher education programs struggle with bridging the gap between students and their mentor teachers, and developing strong cooperative relationships with teacher educators in the classroom. The results suggest that some teacher educators seek to maintain the existing divisions between the classroom and the university, thus affecting the teacher candidates' ability to embody new teaching strategies and redirect the larger macro-level discourse regarding teaching and teacher education.

This chapter seeks to illustrate how one field-based professor used her instructional coaching knowledge and applied it in a field-based course to develop reflection and ultimately encourage teacher candidates to challenge themselves and take risks in their clinical placements. It reveals how approaches to teacher candidate coaching differ from traditional instructional coaching, which is focused on student outcomes, and how this coaching encourages teacher candidates to push themselves and think deeply about their emerging practice. Through an analysis of five coaching sessions, the use of effective coaching strategies that foster growth for the candidate were examined. The analysis of coaching as critical pedagogy is important to understand not only how the characteristics of dialogical conversations shape teacher candidates' goal choices, but also to situate the place of skilled feedback in the context of learning to teach.