ABSTRACT
Rapidly growing cultural and language diversity is altering the future of U.S. schools. The work of teachers is made ever more complex by the flood of new technologies for learning and of new domains of knowledge that teachers must master to serve students well (Goodwin, 2010; Goodwin & Kosnik, 2013). Teacher educators are faced with the challenge of how to prepare today’s newly minted teachers for the contexts they will likely encounter over the span of their careers. These diverse contexts are shaped by globalization, political instability, technological innovation, climate shift and migration-and teachers are the primary agents who frame and orchestrate the models of knowledge that children encounter in school.
