ABSTRACT
This chapter situates teachers as providers and supporters of care during times of crisis, such as the COVID-19 pandemic, positing that teachers too require care to support their wellbeing and their work. Drawing on survey data collected from teachers in Australia during a period of remote learning, the authors identify the kinds of care that are both enacted and required during this time. The authors then interrogate notions of care and consider these in light of both individual and systemic actions and ways of being. They explore the ways that care is a multifaceted concept that involves care of self, care of others, and care for community, arguing that creating caring communities requires systemic and communal engagement versus an individual orientation and responsibility towards care. They close by presenting care as a strategy for individual and communal wellbeing in teacher education.
