ABSTRACT
This chapter explores parallel and reflective processes of care in teacher education that support the development of preservice teachers’ resilience. The authors begin with a description of wellness in education post-pandemic. They then present the Self-Care Problem Solving Pathway as a means to address the complex feelings associated with the work of teaching while building skills that support self-care and increase resilience. The authors conclude by considering how teacher educators can use the Pathway to help preservice teachers navigate the complex emotions that will arise post-COVID.
