This collection explores the changing meaning and enactments of care in teacher education in light of the COVID-19 pandemic, from preservice teachers and teacher candidates to in-service teachers and education faculty.
Over fifty international teacher educators explore the complicated concept of care in different content areas, learning contexts, and communities of learners, using different conceptual frameworks and methodological orientations. Throughout, this book situates research and reflection at the nexus of teacher education, care, and COVID-19 in order to reconstruct care in post-pandemic teacher education.
Timely and incisive, this collection raises important questions and offers relevant examinations to consider how post-pandemic teacher education as a field will move forward in preparing and caring for those who will, in turn, care for their future students. The book is essential reading for teacher educators, scholars, and anyone interested in the notion of care in education.
Author(s): Melanie Shoffner, Angela W. Webb
Publisher: Routledge
Year: 2022
Language: English
Pages: 284
City: New York
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
List of Contributors
Foreword
Acknowledgments
Introduction: Care after COVID—Moving Forward as Caring Teacher Educators
PART 1: Programmatic Approaches to Care
1. Care, Accreditation, and COVID: The Intersection of Sacred and Secular in Teacher Education
2. Redefining Care in Teacher Education: Responding to Teacher Candidate Needs after COVID
3. On a Journey into the Unknown: Critical Care Pedagogy, COVID, and Teacher Education
4. New Pathways in Teacher Education: Caring for the Self Post-COVID
5. Enacting Care in Collaboration during COVID-19 as Teacher Educators
6. Putting the Mask on First: Resilience and Wellness in Post-COVID Teacher Education
7. Seeing Beyond the Plexiglass: Enacting a Vision of Caring During COVID
PART II: Care in the Content Areas
8. Enacting an Ethic of Care as a TESOL Teacher Educator: Pedagogical Practices During and After the COVID-19 Pandemic
9. Building Caring Communities in Math Methods: COVID and Classrooms in Teacher Education
10. Modeling Care and Compassion for Student Teachers During and After COVID
PART III: Care and Teacher Educators
11. Authentic Care and Teacher Education A Self-Study of Buddhist Compassion from the Pandemic
12. Lessons Learned: Approaching Care for Preservice and Novice Teachers after COVID-19
13. Caring for Preservice Teachers’ Professional and Personal Growth During and After COVID
14. Care Beyond COVID as a Teacher and Teacher Educator
15. Attending to the Expressed Needs of Preservice and Novice Teachers Post-COVID
16. Creating Care-Full Communities after COVID: Supporting Care as a Strategy for Wellbeing in Teacher Education
PART IV: (Re)Framing Care
17. Culturally Responsive Caring for Asian American Preservice Teachers: During and After COVID
18. Developing Critical Caring Pedagogy: Teacher Education in Service of Students in Black Rural Spaces after COVID
19. Harboring Teacher Candidates: Care During COVID
20. Navigating New Landscapes after COVID: Cultural Geography as Care for Prospective English Teachers
21. Learning Communities as Caring Communities during COVID: Caring as Relation that Empowers Teacher Education
22. Promoting a Critical-Structural Approach to Teacher Candidate Care After COVID
Index
