This timely volume explores how one Hispanic-Serving Institution reimagined and transformed its teacher preparation program. Tracing the transformative journey through innovative curricular, pedagogical, and programmatic changes, the authors outline a new template of best practices for preparing teachers in collaboration with diverse communities. Each chapter is grounded inthe program’s culturally efficacious conceptual framework and uses a social justice theoretical lens to highlight the various aspects of this transformation. The contributors detail the impetus for reform that led to innovation, provide an in-depth examinationof their implementation process, and offer evidence-based recommendations to inform other teacher preparation programs nationwide. Collectively, the chapters will inform other programs in HSIs, MSIs, and institutions serving diverse candidates,partnering with schools, and collaborating with communities. Essential reading for teacher educators, researchers, graduate students, and all those interested in the field of teacher education.
