Volume 9, Issue 1 (2022) Retain, Engage, Train: Teacher Education Post-Pandemic

As we approach a new phase in teacher education post-Covid, faculty are seeking new ways to retain, engage, and train teacher candidates. The articles in this issue provide helpful insight through practitioner-focused pieces that can be used immediately in college classrooms and P-12 schools. To retain our teacher work force, we need to understand their needs. Two articles in this issue address this: “An Administrative Approach for Special Educator Retention” tackles special educator attrition with easy to implement resources for school-based administrators that can be used in professional developments and administrator training. “Teacher Perspectives of Professional Development Needs on Trauma-informed Practices” provides faculty with insight regarding in-service teacher perceptions regarding their professional development needs. In college classrooms, faculty seek innovative ways to engage and train their teacher candidates. “Pre-service Teachers’ Perceptions and Knowledge of Response to Intervention/Multi-tiered Systems of Support” describes components of an experiential learning project to enhance pre-service teachers’ knowledge of MTTS. Two articles, “Seven Hands-On Strategies for Struggling Readers” and “De Bono’s Six Hats Thinking Strategy for All Content Areas” review strategies that can be immediately put into practice-based opportunities in clinical field placements. We hope you find the articles in this issue helpful as you work to retain, engage, and train teacher education candidates.