Abstract
Through a collaborative self-study of course redesign, we examined the process of restructuring our courses within a sociocultural context of teaching. Specifically, we explored the shifts we made in course transformation as we reconsidered dominant frameworks while reflecting on our practices, an exploration that allowed to us to reconfigure our teacher educator identities. Our experiences as teacher educators during this unprecedented COVID 19 crisis, in conjunction with racial, political and economic challenges, spotlighted the necessity for trauma-informed pedagogy work. This work is significant, as it documents how the ongoing stress with remote teaching has dramatically intensified, for both ourselves personally and as teacher educators, and naturally, for our teacher candidates (TCs), many of whom had families to care for at home and jobs to juggle alongside coursework. Through our self-reflections and dialogues, we observed how the traumas and conflicts that our communities experienced urged us to shift and create space for mindfulness, socioemotional learning, and trauma-informed pedagogy. This self-study empowered us to begin necessary change and provide mutual support for each other as teacher educators.