ABSTRACT
This chapter explores how teacher educators can reconceptualize and reprioritize support and advocacy for teacher candidates in a post-pandemic world. Drawing from a research study that examined teacher educators’ efforts to learn from and support each other in a virtual learning community, the authors explore the assumed and expressed needs of teacher candidates as well as how teacher educators can understand and enact care during the pandemic. The authors argue for an expanded understanding of Noddings’ care framework that further promotes equity and advocacy for students at all levels. Additionally, the authors use critical reflection to deconstruct their own practice as teacher educators to consider how the lessons learned in this unique sociopolitical moment will be sustained in the future.
