ABSTRACT
This chapter examines care in teacher education through a lens of social emotional learning before focusing more specifically on mind, brain, and education Science. The authors share personal reflections on teaching and teacher education before and during the COVID-19 pandemic. They then consider that preservice teachers must be taught to care for themselves through an understanding of their own brain-states, arguing for programs that foreground holistic and sustainable teacher wellness education as a more prominent fixture in their curricula.
