Abstract
Ours is a world of constant movement and forced displacement of millions of people. Preparing teachers to navigate this world calls for renewed pedagogical practices centered on values and critical global competence. This multi-case study investigates how teacher education faculty across Spain, USA, and Italy collaborated with their students to advance didactic innovations that engage reflexive, socio-emotional, and intercultural processes using thinking routines and storytelling about migration. Our research gives voice to students and faculty and makes emotions and cognitive understandings visible within dialogical practices. Implications for faculty facilitating professional development emphasize learning networks and reflexive scholarship and teaching.
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