Article Title

Editorial Introduction


This special edition seeks to challenge the perspective of research surrounding preservice teachers, shifting from a focus on preservice teachers to a focus on the work in which pre-service teachers are themselves engaged. As guest editors of this special edition, we work with pre-service teachers in a variety of institutional contexts and configurations ranging from traditional undergraduate preservice teachers to accelerated graduate student pre-service teacher candidates, and from a small liberal-arts to large research intensive institutions.