ABSTRACT
This chapter explores the progression of care for preservice teachers through teacher education programs and student teaching experiences. Drawing on a longitudinal study examining the experiences of novice teachers, the author considers care during the transition from coursework to student teaching to the first year of teaching. Specifically, the author addresses the gaps in care experienced by these novice teachers in relation to the unanticipated online/hybrid school formats and other pressures faced during the COVID-19 pandemic. The author then considers how teacher education might create and maintain care with preservice teachers post-COVID in ways that support their transition to the classroom.
