ABSTRACT
During the pandemic, online teaching has been imposed and affected the relation between educators and preservice teachers. Suddenly, as an educator, you are in their private sphere and the previous clear boundaries between the private and the public as well as professional are loosened, for better or worse. In teacher education, preservice teachers’ lived experiences, their life worlds, can both be an asset and involve difficulties in the development of the professional role. Educators need to support preservice teachers in understanding their life worlds to become aware of their values and possibilities to express them in teaching. In this chapter, the aim is to discuss how educators can continue to develop reflective learning environments in an ethically responsible manner in the light of conditions formed during the pandemic. In the quest to become role models for future students, which means courage to enter the personal field, preservice teachers need to feel safe and confident in their reflective learning.
