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Many hospitals report high vacancy rates in their central sterile processing departments related to the lack of a workforce that is knowledgeable about instrument processing and medical terminology. Creating an education course that focused on the knowledge and skills necessary for success in this vocation provided a solution to this problem for one facility. Outcomes included a dramatic decrease in the number of vacancies in the central sterile processing department and an increase in community awareness of employment options available in perioperative services.

In this paper the authors explore two pedagogical moments that occurred within a diversity-focused secondary teacher education course, giving specific attention to Genevieve's and Debra's reflections as course instructors. We explore the ways in which instructors find themselves challenged, engaged and provoked to rethink taken for granted ideas and beliefs about their pedagogies as teacher educators. We conclude the paper by 'thinking forward': challenging teacher educators to be responsible and to be vulnerable with respect to their own teaching stances and to take the time to critically examine their own lived experiences in order to connect with their students' emergent understandings.

This article analyzes data from a qualitative practitioner-research case study in which four university faculty members attempted to disrupt the hegemonic domestication of candidates enrolled in an undergraduate teacher education program. During the semester prior to their student teaching, 16 candidates at a large public university in the southeastern U.S. enrolled in four content methods courses. Taught by the authors of this article, the curriculum of these courses emphasized social justice dimensions of teaching rather than just focusing on skills and strategies. Drawing from the multiple data sources, the authors highlight the possibilities and limitations of teacher education for social change and argue that greater resources are needed for teacher education to effect true social change."The field of teacher education has not taken seriously its role to prepare teachers as activists and advocates of social justice." (Irvine, 2004)

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