ABSTRACT
This chapter examines cultural geography as a lens by which to inform and support prospective English teachers as they transition from college students to classroom teachers during and after COVID-19. The authors—a prospective teacher and a teacher educator—begin by articulating the theoretical foundations that inform how conceptions of place, space, and identity shape teachers’ and students’ understandings of their learning environments. Drawing on a qualitative study examining teachers’ and students’ adaptation to the pandemic’s changes in education, the authors consider how a cultural geographic approach to English teacher education can both support and care for prospective teachers as they adapt to new learning environments, situations, and students post-COVID.
