question: Institutions with teacher educator preparation programs with teacher candidates whose clinical experience were impacted by COVID-19 in the spring of 2020 had to collaborate with school districts, schools, and cooperating teachers to be able to continue the clinical school placements Teacher preparation programs had to adjust to alternative model plan(s) including instructional methods, technologies, tools used to ensure that the teacher candidates developed the expected knowledge, skills, and dispositions required of teacher candidates Teacher education programs need to ensure that teachers who are committed to social justice in K-12 classrooms have curriculum and administrators that support that commitment The first article, "Fighting on All Fronts: The Push, Pull, and Persistence of Social Justice Educators and the Move to Reimagine Teacher Preparation" by Oscar Navarro, Jennifer K Shah, Carolina Valdez, Alison G Dover, and Nick Henning is based on a study that emerged from a broader book project examining approaches to teaching social studies for social justice in K-12 classrooms