Assistant professor Ashleigh Pelafigue of the 17Թ has announced the publication of two timely and impactful books that reimagine teacher preparation for today’s rapidly evolving educational landscape, Teacher Education for a Changing World: Rebuilding Pedagogy, Partnerships, and Practice and Preparing Educators for Complexity and Change: Resilient Pedagogies, Digital Innovation published by IGI Global Scientific Publications. Together, the books offer a comprehensive vision for how teacher education programs can respond to increasing demands related to literacy reform, technological advancement, policy shifts, and the diverse needs of learners. Grounded in research and practice, Pelafigue’s work emphasizes the importance of preparing educators who are not only knowledgeable, but adaptive, reflective, and equipped to navigate complexity. Bringing together forty-five contributing authors from five continents and more than twenty countries, these texts offer a global perspective on key issues shaping the success of future teachers in a technologically advancing society.
In , researchers examine how educator preparation programs can be restructured through stronger partnerships between universities, schools, and communities. The book highlights the need for practice-based approaches, coherent clinical experiences, and pedagogical frameworks that align with evidence-based instruction, including the Science of Reading. It offers actionable recommendations for rebuilding systems that support both teacher candidates and the students they serve.
Her second book, , expands this vision by exploring how educators can be prepared to thrive amid uncertainty. The text addresses the integration of digital tools, the development of resilient teaching practices, and the ethical considerations that accompany innovation in education. Pelafigue underscores the importance of cultivating educators who can think critically, adapt instruction, and make informed decisions in dynamic learning environments.
“Teacher education must evolve alongside the challenges facing today’s classrooms,” said Pelafigue. “These books are an invitation to rethink how we prepare educators—centering resilience, evidence-based practice, and meaningful partnerships as essential components of that work.”
Pelafigue’s scholarship reflects her deep commitment to improving literacy outcomes, strengthening teacher preparation, and bridging the gap between research and practice. Her work is particularly relevant as states and institutions across the country continue to refine policies related to teacher certification, instructional quality, and student achievement.
