This article reports on a collaborative self-study conducted by the authors (two teacher educators) as they attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19.
Due to the pandemic, they were required to conduct their teacher education courses synchronously online through video-conferencing software.
Although this mode of instruction allowed them to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for them.
Through self-study, they aimed to improve their online teaching practices by enacting a pedagogy of care during one full semester.
They detail their attempts to conceptualise a pedagogy of care for the online classroom, begin their courses from a position of care and prioritize and maintain care throughout the semester.
They also present the ongoing challenges they experienced in implementing a pedagogy of care online.
While recognising that everyone has been affected by COVID-19 in different ways, they hope through sharing their experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.