MORE THAN A TEACHER: THE PEDAGOGY OF CARE IN CONVERSATION WITH NOTIONS OF COMMUNITY, BELONGING, AND IDENTITY

This study explored 22 undergraduate students' perceptions oftheir experiences while studying to become elementary teachersusing data from semi-structured interviews, critical incident reports,and a focus group. Findings from this study, which tookplace three years before the COVID-19 pandemic, highlight thepedagogy of care in conversation with notions of community,belonging, and identity and have implications that reach far beyondteacher education. The study highlights how experiencinga teacher's genuine care and sense of belonging permeates learningexperiences throughout life, plays a role in students' developingidentities as learners and future professionals, and is worthyof consideration beyond teaching during a pandemic.