This article discusses how cultural simulations promote teacher candidate cultural competence. The case study uses intercultural communicative competence to examine written reflections and focus group interviews of 21 undergraduate teacher candidates in Hawaiʻi who engaged in cultural simulation visits on the island of Oʻahu. Findings reveal that cultural simulations allowed teacher candidates to develop intercultural competency in knowledge, know-how, and being. Implications include how cultural simulations may promote teacher candidates' intercultural competence and offer recommendations on how teacher educators may consist of cultural simulations in multicultural teacher education.

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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