ABSTRACT
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.
TABLE OF CONTENTS
part I|77 pages
Programmatic Approaches to Care
chapter 1|10 pages
Care, Accreditation, and COVID
chapter 2|11 pages
Redefining Care in Teacher Education
chapter 3|10 pages
On a Journey into the Unknown
part II|34 pages
Care in the Content Areas
chapter 8|11 pages
Enacting an Ethic of Care as a TESOL Teacher Educator
chapter 9|11 pages
Building Caring Communities in Math Methods
part III|64 pages
Care and Teacher Educators
chapter 11|11 pages
Authentic Care and Teacher education
chapter 12|11 pages
Lessons Learned
chapter 16|10 pages
Creating Care-Full Communities after COVID
part IV|69 pages
(Re)Framing Care