4.7_CRD ._SENT Student_NN1 /_PUN Teacher_NN1 Voice_NN1 
As_CJS a_AT0 teacher_NN1 –_PUN This_DT0 is_VBZ new_AJ0 for_PRP all_DT0 of_PRF us_PNP ._SENT It_PNP 's_VBZ okay_AJ0 to_TO0 be_VBI struggling_VVG ;_PUN Know_VVB that_CJT I_PNP am_VBB struggling_VVG ,_PUN too_AV0 ._SENT Hang_VVB in_AVP there_AV0 ._SENT As_CJS a_AT0 teacher_NN1 –_PUN I_PNP ..._PUN do_VDB n't_XX0 know_VVI ,_PUN to_TO0 be_VBI honest_AJ0 ,_PUN The_AT0 world_NN1 is_VBZ forever_AV0 changed_VVN ,_PUN We_PNP ca_VM0 n't_XX0 ignore_VVI that_DT0 fact_NN1 ._SENT I_PNP 'm_VBB not_XX0 sure_AJ0 ._SENT Even_AV0 if_CJS we_PNP do_VDB n't_XX0 have_VHI the_AT0 answers_NN2 ,_PUN The_AT0 most_AV0 we_PNP can_VM0 do_VDI is_VBZ :_PUN Make_VVB them_PNP feel_VVB safe_AJ0 ,_PUN And_CJC less_AV0 alone_AJ0 :_PUN Facetime_AJ0 friends_NN2 ,_PUN Slow_VVB down_AVP ,_PUN Read_VVB books_NN2 ,_PUN Enjoy_VVB family_NN1 time_NN1 ,_PUN Watch_NN1 TV_NN1 ,_PUN Find_VVB a_AT0 hobby_NN1 ,_PUN self-care_AJ0 ,_PUN self-reflect_AJ0 ._SENT We_PNP are_VBB alone_AV0 together_AV0 ._SENT As_CJS a_AT0 teacher_NN1 –_PUN Give_VVB the_AT0 students_NN2 hope_VVB ;_PUN keep_VVB up_AVP a_AT0 relationship_NN1 ;_PUN Make_VVB sense_NN1 of_PRF something_PNI that_CJT does_VDZ n't_XX0 make_VVI a_AT0 lot_NN1 of_PRF sense_NN1 ;_PUN Emphasize_VVB staying_VVG kind_NN1 and_CJC calm_NN1 ._SENT Feelings_NN2 are_VBB valid_AJ0 –_PUN I_PNP 'm_VBB there_AV0 for_PRP you_PNP ;_PUN Take_VVB a_AT0 deep_AJ0 breath_NN1 –_PUN I_PNP am_VBB proud_AJ0 of_PRF all_DT0 of_PRF you_PNP ;_PUN Look_VVB at_PRP the_AT0 positives_NN2 –_PUN I_PNP am_VBB there_AV0 for_PRP you_PNP ;_PUN Ask_VVB me_PNP questions_NN2 –_PUN it_PNP 's_VBZ okay_AJ0 ._SENT These_DT0 are_VBB uncertain_AJ0 times_NN2 for_PRP all_DT0 of_PRF us_PNP ,_PUN School_NN1 might_VM0 not_XX0 look_VVI like_PRP it_PNP usually_AV0 does_VDZ –_PUN Take_VVB 1_CRD day_NN1 at_PRP a_AT0 time_NN1 ,_PUN One_CRD accomplishment_NN1 at_PRP a_AT0 time_NN1 ._SENT As_CJS a_AT0 teacher_NN1 –_PUN Discuss_VVB the_AT0 importance_NN1 of_PRF others_NN2 ,_PUN Ourselves_PNX ,_PUN and_CJC Our_DPS health_NN1 ._SENT Encourage_VVB students_NN2 :_PUN Stay_VVB active_AJ0 ._SENT Stay_VVB positive_AJ0 ,_PUN Be_VBB honest_AJ0 ..._PUN even_AV0 though_CJS the_AT0 world_NN1 is_VBZ in_PRP a_AT0 weird_AJ0 place_NN1 ._SENT This_DT0 is_VBZ really_AV0 difficult_AJ0 ._SENT Keep_VVB your_DPS head_NN1 up_AVP ,_PUN Keep_VVB working_VVG hard_AV0 –_PUN No_ITJ matter_NN1 what_DTQ –_PUN We_PNP will_VM0 all_AV0 get_VVI back_AVP on_PRP track_NN1 !_SENT As_CJS a_AT0 teacher_NN1 –_PUN Read_VVB a_AT0 book_NN1 ,_PUN learn_VVB a_AT0 new_AJ0 sport_NN1 ,_PUN Make_VVB a_AT0 new_AJ0 game_NN1 ,_PUN your_DPS own_DT0 memories_NN2 ,_PUN Push_VVB through_AVP and_CJC finish_VVI strong_AJ0 ._SENT Stay_VVB safe_AJ0 ,_PUN Stay_VVB active_AJ0 and_CJC creative_AJ0 ,_PUN Stay_VVB in_PRP a_AT0 routine_NN1 –_PUN Stay_VVB busy_AJ0 ._SENT As_CJS a_AT0 teacher_NN1 –_PUN I_PNP would_VM0 encourage_VVI them_PNP ._SENT Walking_VVG in_PRP nature_NN1 is_VBZ n't_XX0 cancelled_VVN ,_PUN Calling_VVG your_DPS friends_NN2 is_VBZ n't_XX0 cancelled_VVN ,_PUN Practicing_AJ0 gratitude_NN1 is_VBZ n't_XX0 cancelled_VVN And_CJC staying_VVG optimistic_AJ0 is_VBZ n't_XX0 cancelled_VVN I_PNP am_VBB here_AV0 for_PRP you_PNP ._SENT 
5._CRD Discussion_NN1 
This_DT0 study_NN1 provides_VVZ insight_NN1 into_PRP how_AVQ 74_CRD preservice_VVB teachers_NN2 coped_VVN with_PRP an_AT0 abrupt_AJ0 shift_NN1 to_PRP online_AJ0 courses_NN2 ,_PUN their_DPS workload_NN1 during_PRP the_AT0 transition_NN1 ,_PUN as_CJS well_AV0 as_CJS stay-at-home_AJ0 orders_NN2 ,_PUN living_VVG adjustments_NN2 ,_PUN and_CJC their_DPS resulting_AJ0 emotions_NN2 during_PRP a_AT0 turbulent_AJ0 six-week_AJ0 conclusion_NN1 to_PRP their_DPS semester_NN1 during_PRP the_AT0 initial_AJ0 COVID-19_AJ0 shutdown_NN1 ._SENT As_CJS social_AJ0 distancing_NN1 ,_PUN work_NN1 from_PRP home_NN1 ,_PUN and_CJC safety_NN1 protocols_NN2 are_VBB likely_AJ0 to_TO0 change_VVI the_AT0 field_NN1 of_PRF teaching_NN1 more_AV0 than_CJS many_DT0 other_AJ0 careers_NN2 ,_PUN it_PNP is_VBZ imperative_AJ0 to_TO0 understand_VVI the_AT0 emotional_AJ0 well-being_NN1 of_PRF preservice_VVB teachers_NN2 while_CJS in_PRP their_DPS education_NN1 courses_NN2 learning_VVG and_CJC adapting_VVG to_TO0 change_VVI ._SENT Using_VVG the_AT0 new_AJ0 CT-TEP_NN1 model_NN1 ,_PUN analyzing_VVG interactions_NN2 of_PRF stressors_NN2 and_CJC coping_VVG strategies_NN2 –_PUN through_PRP the_AT0 lens_NN1 of_PRF present_NN1 and_CJC /_PUN or_CJC possible_AJ0 selves_NN2 –_PUN allows_VVZ for_PRP a_AT0 deeper_AJC perspective_NN1 of_PRF preservice_VVB teachers_NN2 '_POS emotional_AJ0 health_NN1 and_CJC well-being_NN1 ,_PUN vital_AJ0 to_PRP the_AT0 sustainability_NN1 of_PRF teacher_NN1 education_NN1 programs_NN2 ._SENT 
5.1_CRD ._SENT Coping_VVG with_PRP stressors_NN2 
Throughout_PRP participant_NN1 responses_NN2 ,_PUN preservice_VVB teachers_NN2 articulated_VVD their_DPS stressors_NN2 :_PUN "_PUQ moving_VVG back_AVP home_AV0 ,_PUN "_PUQ "_PUQ online_AJ0 schooling_NN1 ,_PUN "_PUQ fear_NN1 of_PRF "_PUQ contracting_VVG the_AT0 coronavirus_NN1 ,_PUN "_PUQ "_PUQ voting_NN1 day_NN1 ,_PUN "_PUQ "_PUQ mental_AJ0 health_NN1 ,_PUN "_PUQ "_PUQ the_AT0 new_AJ0 normal_AJ0 ,_PUN "_PUQ as_CJS well_AV0 as_CJS if_CJS they_PNP will_VM0 "_PUQ have_VHB a_AT0 job_NN1 ,_PUN "_PUQ cancelled_VVD "_PUQ plans_NN2 ,_PUN "_PUQ and_CJC "_PUQ letting_VVG down_AVP "_PUQ their_DPS professors_NN2 ._SENT Additionally_AV0 ,_PUN participants_NN2 provided_VVD glimpses_NN2 into_PRP their_DPS in_PRP /_PUN abilities_NN2 to_TO0 cope_VVI with_PRP those_DT0 stressful_AJ0 situations_NN2 ._SENT Moos_NP0 and_CJC Holahan_NP0 (_PUL 2007_CRD )_PUR offer_NN1 eight_CRD categories_NN2 of_PRF coping_VVG skills_NN2 ,_PUN as_CJS shown_VVN in_PRP Fig._NN1 2_CRD ,_PUN in_PRP which_DTQ these_DT0 preservice_VVB teachers_NN2 expressed_VVD their_DPS successes_NN2 and_CJC /_PUN or_CJC shortcomings_NN2 throughout_PRP the_AT0 poems_NN2 ._SENT 
Throughout_PRP the_AT0 poetry_NN1 ,_PUN expanding_VVG over_PRP a_AT0 six-week_AJ0 period_NN1 ,_PUN these_DT0 preservice_VVB teachers_NN2 used_VVN both_DT0 approach_NN1 and_CJC avoidance_NN1 coping_VVG skills_NN2 ._SENT The_AT0 tone_NN1 of_PRF present-oriented_AJ0 weekly_AJ0 poems_NN2 is_VBZ notably_AV0 full_AJ0 of_PRF negative_AJ0 emotions_NN2 :_PUN despair_NN1 ,_PUN frustration_NN1 ,_PUN anger_NN1 ,_PUN and_CJC confusion_NN1 ;_PUN whereas_CJS ,_PUN the_AT0 poem_NN1 from_PRP the_AT0 perspective_NN1 of_PRF possible_AJ0 selves_NN2 –_PUN despite_PRP deriving_VVG from_PRP survey_NN1 questions_NN2 asked_VVN at_PRP the_AT0 same_DT0 time_NN1 as_PRP the_AT0 present-oriented_AJ0 questions_NN2 –_PUN showcases_NN2 more_AV0 positive_AJ0 ,_PUN less_DT0 avoidance_NN1 coping_VVG responses_NN2 ._SENT Thus_AV0 ,_PUN when_CJS thinking_VVG as_PRP their_DPS possible_AJ0 selves_NN2 ,_PUN these_DT0 students_NN2 instinctively_AV0 focused_VVN on_PRP approach_NN1 coping_VVG skills_NN2 ,_PUN but_CJC deferred_VVD more_AV0 to_PRP avoidance_NN1 skills_NN2 with_PRP present-self_AJ0 positionality_NN1 ._SENT 
As_CJS shown_VVN in_PRP the_AT0 poem_NN1 ,_PUN "_PUQ Student_NN1 /_PUN Teacher_NN1 Voice_VVB ,_PUN "_PUQ there_EX0 is_VBZ a_AT0 sharp_AJ0 difference_NN1 in_PRP emotional_AJ0 tone_NN1 between_PRP participants_NN2 positioning_VVG themselves_PNX as_PRP current_AJ0 students_NN2 and_CJC their_DPS possible_AJ0 selves_NN2 ._SENT In_PRP the_AT0 opening_AJ0 stanza_NN1 ,_PUN a_AT0 participant_NN1 acknowledges_VVZ their_DPS own_DT0 struggle_NN1 but_CJC reassures_VVZ their_DPS possible_AJ0 student_NN1 (_PUL s_ZZ0 )_PUR ,_PUN "_PUQ it_PNP 's_VBZ okay_AJ0 to_TO0 be_VBI struggling_VVG "_PUQ –_PUN a_AT0 sentiment_NN1 lacking_VVG in_PRP previous_AJ0 ,_PUN present_AJ0 selves_NN2 poems_NN2 ._SENT As_CJS a_AT0 participant_NN1 admits_VVZ personally_AV0 ,_PUN "_PUQ this_DT0 is_VBZ really_AV0 difficult_AJ0 ,_PUN "_PUQ the_AT0 overarching_AJ0 sentiment_NN1 shared_VVN for_PRP future_AJ0 students_NN2 is_VBZ to_TO0 "_PUQ keep_VVI your_DPS head_NN1 up_AVP ,_PUN keep_VVB working_VVG hard_AV0 –_PUN no_AT0 matter_NN1 what_DTQ –_PUN we_PNP will_VM0 all_AV0 get_VVI back_AVP on_PRP track_NN1 !_SENT "_PUQ Furthermore_AV0 ,_PUN when_CJS addressing_VVG the_AT0 challenges_NN2 they_PNP faced_VVD as_PRP present_AJ0 selves_NN2 ,_PUN they_PNP did_VDD not_XX0 thoroughly_AV0 discuss_VVI what_DTQ supports_NN2 were_VBD needed_VVN from_PRP their_DPS own_DT0 teachers_NN2 ._SENT When_CJS asked_VVN to_TO0 focus_VVI on_PRP possible_AJ0 selves_NN2 ,_PUN preservice_VVB teachers_NN2 provided_CJS supports_NN2 such_DT0 as_PRP encouragement_NN1 ,_PUN a_AT0 plan_NN1 of_PRF action_NN1 ,_PUN and_CJC healthy_AJ0 alternatives_NN2 to_TO0 keep_VVI students_NN2 busy_AJ0 ,_PUN contrary_AJ0 to_PRP the_AT0 negative_AJ0 emotional_AJ0 state_NN1 articulated_VVN in_PRP present_AJ0 selves_NN2 responses_NN2 ._SENT 
5.2_CRD ._SENT Connections_NN2 with_PRP /_PUN in_PRP the_AT0 classroom_NN1 
These_DT0 results_NN2 provide_VVB insight_NN1 for_PRP teacher_NN1 educators_NN2 ._SENT The_AT0 first_ORD six_CRD poems_NN2 ,_PUN which_DTQ chronicle_VVB the_AT0 perspectives_NN2 of_PRF preservice_VVB teachers_NN2 studying_VVG in_PRP a_AT0 pandemic_AJ0 ,_PUN are_VBB useful_AJ0 for_PRP teacher_NN1 educators_NN2 who_PNQ :_PUN 1_CRD )_PUR strive_VVB to_TO0 understand_VVI realities_NN2 preservice_VVI teachers_NN2 face_VVI outside_PRP the_AT0 classroom_NN1 /_PUN virtual_AJ0 class_NN1 space_NN1 ;_PUN as_CJS well_AV0 as_CJS ,_PUN 2_CRD )_PUR offer_VVB opportunities_NN2 for_PRP making_VVG connections_NN2 as_PRP a_AT0 means_NN0 of_PRF coping_VVG with_PRP stressors_NN2 of_PRF the_AT0 pandemic_AJ0 ._SENT By_PRP understanding_VVG how_AVQ preservice_VVI teachers_NN2 cope_VVI with_PRP stressors_NN2 ,_PUN teacher_NN1 educators_NN2 can_VM0 support_VVI their_DPS students_NN2 by_PRP utilizing_VVG those_DT0 same_DT0 coping_VVG skills_NN2 to_TO0 improve_VVI the_AT0 education_NN1 class_NN1 experience_NN1 ._SENT For_PRP example_NN1 ,_PUN if_CJS teacher_NN1 educators_NN2 know_VVB their_DPS students_NN2 are_VBB coping_VVG through_PRP alternative_AJ0 rewards_NN2 ,_PUN such_DT0 as_PRP TikTok_NP0 or_CJC Netflix_NP0 ,_PUN can_VM0 educators_NN2 use_VVI those_DT0 forms_NN2 of_PRF media_NN0 with_PRP their_DPS students_NN2 to_TO0 bridge_VVI personal_AJ0 and_CJC professional_AJ0 positionalities_NN2 together_AV0 ?_SENT Changing_AJ0 reading_NN1 assignments_NN2 to_PRP streaming_VVG online_AJ0 videos_NN2 or_CJC converting_VVG writing_NN1 responses_NN2 to_PRP short-form_AJ0 video_NN1 creations_NN2 allows_VVZ the_AT0 teacher_NN1 educator_NN1 to_TO0 directly_AV0 connect_VVI with_PRP their_DPS students_NN2 '_POS present_AJ0 selves_NN2 –_PUN which_DTQ could_VM0 lead_VVI to_PRP better_AJC focus_NN1 and_CJC much-needed_AJ0 relief_NN1 to_PRP their_DPS sense_NN1 of_PRF being_VBG overwhelmed_VVN ,_PUN as_CJS participants_NN2 articulated_VVN ._SENT Tapping_VVG into_PRP their_DPS perceptions_NN2 of_PRF their_DPS present_AJ0 selves_NN2 may_VM0 offer_VVI teacher_NN1 educators_NN2 insight_NN1 into_PRP what_DTQ supports_NN2 preservice_VVB teachers_NN2 need_VVB to_TO0 move_VVI forward_AV0 as_CJS well_AV0 as_CJS provide_VVI a_AT0 springboard_NN1 into_PRP their_DPS students_NN2 '_POS possible_AJ0 selves_NN2 ._SENT 
Using_VVG prospective_AJ0 reflection_NN1 offers_NN2 preservice_VVB teachers_NN2 the_AT0 opportunity_NN1 to_TO0 focus_VVI on_PRP results_NN2 and_CJC /_PUN or_CJC outcomes_NN2 ,_PUN rather_AV0 than_CJS present_AJ0 selves_NN2 mired_VVN in_PRP the_AT0 current_AJ0 emotional_AJ0 state_NN1 of_PRF crisis_NN1 ._SENT In_PRP other_AJ0 words_NN2 ,_PUN for_PRP teacher_NN1 educators_NN2 to_TO0 glean_VVI a_AT0 better_AJC sense_NN1 of_PRF their_DPS students_NN2 ,_PUN they_PNP should_VM0 utilize_VVI prospective_AJ0 reflection_NN1 (_PUL through_PRP alternative_AJ0 assignments_NN2 as_CJS suggested_VVN above_AV0 )_PUR to_TO0 gauge_VVI preservice_VVI teachers_NN2 '_POS emotional_AJ0 well-being_NN1 ._SENT Instead_AV0 of_PRF reflecting_VVG on_PRP the_AT0 present_AJ0 crisis_NN1 ,_PUN such_DT0 as_PRP the_AT0 COVID-19_AJ0 pandemic_AJ0 ,_PUN redirecting_VVG reflection_NN1 in_PRP a_AT0 prospective_AJ0 frame_NN1 allows_VVZ teacher_NN1 educators_NN2 to_TO0 comprehend_VVI students_NN2 '_POS individual_AJ0 "_PUQ goals_NN2 ,_PUN dreams_NN2 ,_PUN and_CJC anxieties_NN2 for_PRP the_AT0 future_NN1 "_PUQ (_PUL Gaines_NP0 et_NP0 al._NP0 ,_PUN 2018_CRD ,_PUN p._NN0 209_CRD )_PUR ,_PUN a_AT0 better_AJC indicator_NN1 of_PRF the_AT0 long-term_AJ0 well-being_NN1 of_PRF the_AT0 preservice_VVB teacher_NN1 and_CJC ,_PUN thus_AV0 ,_PUN the_AT0 teacher_NN1 education_NN1 program_NN1 ._SENT 
If_CJS the_AT0 trauma_NN1 of_PRF the_AT0 current_AJ0 crisis_NN1 becomes_VVZ too_AV0 much_AV0 for_PRP a_AT0 preservice_VVB teacher_NN1 to_TO0 see_VVI themselves_PNX as_PRP a_AT0 teacher_NN1 moving_VVG forward_AV0 ,_PUN this_DT0 may_VM0 be_VBI a_AT0 sign_NN1 that_CJT a_AT0 preservice_VVB teacher_NN1 is_VBZ considering_VVG a_AT0 career_NN1 change_NN1 or_CJC unable_AJ0 to_TO0 reconcile_VVI current_AJ0 stressors_NN2 with_PRP appropriate_AJ0 coping_NN1 strategies_NN2 ._SENT Prospective_AJ0 reflection_NN1 acts_VVZ as_PRP an_AT0 early_AJ0 warning_NN1 signal_NN1 for_PRP dangerous_AJ0 emotionality_NN1 of_PRF preservice_VVB teachers_NN2 ._SENT This_DT0 struggle_NN1 ,_PUN if_CJS observed_VVN early_AV0 on_AVP by_PRP the_AT0 teacher_NN1 educator_NN1 ,_PUN may_VM0 be_VBI mediated_VVN with_PRP counseling_AJ0 or_CJC trauma-informed_AJ0 pedagogical_AJ0 practices_NN2 ._SENT If_CJS not_XX0 ,_PUN preservice_VVB teachers_NN2 may_VM0 leave_VVI the_AT0 field_NN1 due_AJ0 to_PRP external_AJ0 crises_NN2 ._SENT 
5.3_CRD ._SENT Trauma-informed_AJ0 practices_NN2 
Much_DT0 has_VHZ been_VBN written_VVN about_PRP the_AT0 need_NN1 for_PRP trauma-informed_AJ0 practices_NN2 integrating_VVG into_PRP education_NN1 programs_NN2 (_PUL Cummings_NP0 et_NP0 al._NP0 ,_PUN 2017_CRD ;_PUN Wiest-Stevenson_NP0 &_NP0 Lee_NP0 ,_PUN 2016_CRD )_PUR ,_PUN teaching_NN1 trauma_NN1 as_PRP curriculum_NN1 (_PUL Carello_NP0 &_NP0 Butler_NP0 ,_PUN 2014_CRD )_PUR ,_PUN as_CJS well_AV0 as_CJS needs_NN2 of_PRF those_DT0 pedagogical_AJ0 practices_NN2 in_PRP the_AT0 wake_NN1 of_PRF disasters_NN2 in_PRP Indonesia_NP0 (_PUL Seyle_NP0 et_NP0 al._NP0 ,_PUN 2013_CRD )_PUR ,_PUN Taiwan_NP0 (_PUL Chen_NP0 et_NP0 al._NP0 ,_PUN 2012_CRD )_PUR ,_PUN Italy_NP0 (_PUL Vaccarelli_NP0 ,_PUN 2018_CRD )_PUR ,_PUN Armenia_NP0 and_CJC Japan_NP0 (_PUL Shiwaku_NP0 ,_PUN 2014_CRD )_PUR and_CJC Louisiana_NP0 ,_PUN United_NP0 States_NP0 (_PUL Graham_NP0 et_NP0 al._NP0 ,_PUN 2017_CRD )_PUR ._SENT However_AV0 ,_PUN previous_AJ0 research_NN1 has_VHZ typically_AV0 framed_VVN itself_PNX as_PRP instructing_VVG in-service_AJ0 and_CJC preservice_VVB teachers_NN2 how_AVQ to_TO0 connect_VVI with_PRP students_NN2 after_PRP a_AT0 traumatic_AJ0 event_NN1 has_VHZ occurred_VVN ,_PUN not_XX0 always_AV0 how_AVQ to_TO0 handle_VVI a_AT0 real-time_AJ0 ,_PUN ongoing_AJ0 ,_PUN widespread_AJ0 crisis_NN1 ._SENT As_CJS seen_VVN from_PRP the_AT0 emotions_NN2 of_PRF preservice_VVB teachers_NN2 in_PRP this_DT0 study_NN1 ,_PUN teacher_NN1 preparation_NN1 programs_NN2 must_VM0 consider_VVI the_AT0 need_NN1 to_TO0 employ_VVI and_CJC teach_VVI trauma-informed_AJ0 practices_NN2 contemporaneously_AV0 with_PRP actual_AJ0 events_NN2 to_TO0 help_VVI students_NN2 cope_VVI with_PRP stressors_NN2 of_PRF the_AT0 COVID-19_AJ0 pandemic_AJ0 and_CJC other_AJ0 crises_NN2 they_PNP may_VM0 face_VVI ._SENT 
Furthermore_AV0 ,_PUN current_AJ0 research_NN1 on_PRP trauma-informed_AJ0 teaching_NN1 practices_NN2 provides_VVZ opportunities_NN2 for_PRP prospective_AJ0 reflection_NN1 ._SENT Cummings_NP0 et_NP0 al._NP0 (_PUL 2017_CRD )_PUR elaborate_AJ0 on_PRP approaches_NN2 for_PRP responding_VVG to_PRP trauma_NN1 :_PUN be_VBI attuned_VVN ,_PUN convey_VVB positive_AJ0 regard_NN1 ,_PUN collaborate_VVB with_PRP others_NN2 ,_PUN and_CJC engage_VVB in_PRP proper_AJ0 reactions_NN2 ._SENT Considering_PRP who_PNQ we_PNP are_VBB as_PRP teachers_NN2 in_PRP those_DT0 moments_NN2 :_PUN mentor_NN1 ,_PUN support_NN1 ,_PUN guide_NN1 ,_PUN listener_NN1 ,_PUN and_CJC touchstone_NN1 makes_VVZ possible_AJ0 selves_NN2 inherent_AJ0 in_PRP teaching_VVG trauma-informed_AJ0 practices_NN2 ._SENT Therefore_AV0 ,_PUN learning_VVG about_PRP these_DT0 approaches_NN2 and_CJC how_AVQ to_TO0 create_VVI supportive_AJ0 environments_NN2 for_PRP students_NN2 and_CJC family_NN1 alike_AV0 puts_VVZ preservice_VVB teachers_NN2 directly_AV0 into_PRP the_AT0 realm_NN1 of_PRF prospective_AJ0 reflection_NN1 ,_PUN dealing_VVG with_PRP a_AT0 role_NN1 they_PNP may_VM0 one_CRD day_NN1 find_VVB themselves_PNX performing_VVG ._SENT This_DT0 is_VBZ the_AT0 benefit_NN1 of_PRF possible_AJ0 selves_NN2 –_PUN pushing_VVG preservice_VVB teachers_NN2 to_TO0 reflect_VVI on_PRP their_DPS future_AJ0 actions_NN2 and_CJC identities_NN2 as_PRP an_AT0 educator_NN1 ._SENT Framing_VVG preservice_VVB teachers_NN2 '_POS views_NN2 towards_PRP their_DPS possible_AJ0 selves_NN2 ,_PUN teacher_NN1 educators_NN2 provide_VVB future-oriented_AJ0 talk_NN1 ,_PUN turning_VVG the_AT0 focus_NN1 to_PRP "_PUQ planning_NN1 and_CJC prediction_NN1 "_PUQ (_PUL Urzúa_NP0 &_NP0 Vá_NP0 ,_PUN p._NN0 1944_CRD )_PUR ,_PUN which_DTQ aligns_VVZ with_PRP trauma-informed_AJ0 practices_NN2 ._SENT 
5.4_CRD ._SENT Our_DPS new_AJ0 reality_NN1 
Researching_VVG an_AT0 ongoing_AJ0 pandemic_AJ0 is_VBZ difficult_AJ0 ._SENT By_PRP the_AT0 time_NN1 research_NN1 makes_VVZ it_PNP to_PRP publication_NN1 ,_PUN realities_NN2 of_PRF the_AT0 world_NN1 could_VM0 drastically_AV0 change_VVI ;_PUN therefore_AV0 ,_PUN it_PNP is_VBZ crucial_AJ0 to_TO0 remember_VVI ,_PUN as_CJS Austin_NP0 (_PUL 2020_CRD )_PUR points_VVZ out_AVP ,_PUN "_PUQ quality_NN1 research_NN1 of_PRF any_DT0 kind_NN1 takes_VVZ time_NN1 "_PUQ (_PUL p._NN0 9_CRD )_PUR ._SENT Issues_NN2 currently_AV0 unbeknownst_AV0 to_PRP us_PNP as_PRP practitioners_NN2 and_CJC researchers_NN2 in_PRP teacher_NN1 education_NN1 will_VM0 likely_AV0 skew_VVI conversations_NN2 regarding_PRP upcoming_AJ0 challenges_NN2 in_PRP equity_NN1 (_PUL Glenn_NP0 et_NP0 al._NP0 ,_PUN 2020_CRD ;_PUN Kier_NP0 &_NP0 Clark_NP0 ,_PUN 2020_CRD )_PUR ,_PUN accountability_NN1 (_PUL Buber_NP0 &_NP0 Helm_NP0 ,_PUN 2020_CRD )_PUR ,_PUN safety_NN1 (_PUL Darling-Hammond_NP0 &_NP0 Melnick_NP0 ,_PUN 2020_CRD )_PUR ;_PUN transitioning_VVG to_PRP online_AJ0 formats_NN2 and_CJC /_PUN or_CJC use_NN1 of_PRF technology_NN1 (_PUL Daniel_NP0 ,_PUN 2020_CRD ;_PUN Moorhouse_NP0 ,_PUN 2020_CRD ;_PUN Trust_NN1 &_NP0 Whalen_NP0 ,_PUN 2020_CRD )_PUR ,_PUN and_CJC what_DTQ these_DT0 changes_NN2 mean_VVB for_PRP education_NN1 in_PRP general_AJ0 ._SENT These_DT0 are_VBB difficult_AJ0 conversations_NN2 ,_PUN with_PRP constantly_AV0 changing_AJ0 targets_NN2 ._SENT 
While_CJS Delemarter_NP0 and_CJC Ewart_NP0 (_PUL 2020_CRD )_PUR offer_VVB :_PUN "_PUQ perhaps_AV0 one_CRD of_PRF the_AT0 greatest_AJS services_NN2 we_PNP can_VM0 provide_VVI our_DPS student_NN1 teachers_NN2 is_VBZ a_AT0 framework_NN1 to_TO0 help_VVI them_PNP process_VVI their_DPS fears_NN2 ,_PUN such_DT0 as_PRP modeling_VVG how_AVQ to_TO0 reflect_VVI on_PRP one_PNI 's_POS emotional_AJ0 state_NN1 "_PUQ (_PUL p._NN0 5_CRD )_PUR ;_PUN this_DT0 study_NN1 adds_VVZ the_AT0 use_NN1 of_PRF the_AT0 newly_AV0 conceptualized_VVN CT-TEP_AJ0 model_NN1 to_PRP a_AT0 more_AV0 extensive_AJ0 discussion_NN1 on_PRP methods_NN2 to_TO0 understand_VVI ,_PUN evaluate_VVB ,_PUN and_CJC mitigate_VVB the_AT0 crises_NN2 our_DPS preservice_VVB students_NN2 face_NN1 as_CJS well_AV0 as_CJS the_AT0 vitality_NN1 of_PRF teacher_NN1 education_NN1 programs_NN2 '_POS futures_NN2 ._SENT Furthering_VVG that_DT0 claim_NN1 ,_PUN I_PNP argue_VVB more_DT0 research_NN1 is_VBZ needed_VVN ,_PUN not_XX0 just_AV0 on_PRP student_NN1 teachers_NN2 ,_PUN or_CJC preservice_VVB teachers_NN2 already_AV0 in_PRP field_NN1 components_NN2 of_PRF their_DPS program_NN1 ,_PUN but_CJC on_PRP introductory_AJ0 ,_PUN foundational_AJ0 ,_PUN pre-field_AJ0 students_NN2 ._SENT These_DT0 students_NN2 in_PRP their_DPS first_ORD or_CJC second_ORD year_NN1 of_PRF schooling_NN1 are_VBB the_AT0 most_AV0 volatile_AJ0 to_PRP changing_VVG career_NN1 paths_NN2 ,_PUN as_CJS they_PNP are_VBB not_XX0 too_AV0 far_AV0 into_PRP the_AT0 program_NN1 to_TO0 change_VVI course_NN1 ._SENT Teacher_NN1 education_NN1 programs_NN2 ,_PUN based_VVN on_PRP the_AT0 feedback_NN1 of_PRF participants_NN2 in_PRP this_DT0 study_NN1 ,_PUN need_VVB to_TO0 incorporate_VVI prospective_AJ0 reflection_NN1 practices_NN2 throughout_PRP their_DPS course_NN1 sequence_NN1 ,_PUN as_CJS understanding_VVG how_AVQ preservice_VVI teachers_NN2 see_VVI their_DPS possible_AJ0 selves_NN2 offers_VVZ much_AV0 needed_VVN information_NN1 regarding_PRP their_DPS emotional_AJ0 well-being_NN1 ._SENT 
5.5_CRD ._SENT Limitations_NN2 and_CJC future_AJ0 research_NN1 
This_DT0 study_NN1 is_VBZ limited_VVN to_PRP a_AT0 single_AJ0 public_AJ0 state_NN1 university_NN1 in_PRP the_AT0 upper_AJ0 Midwest_NN1 ,_PUN United_NP0 States_NP0 ,_PUN and_CJC only_AV0 examines_VVZ first-_AJ0 and_CJC second-year_AJ0 preservice_VVB teachers_NN2 ._SENT Future_AJ0 research_NN1 should_VM0 investigate_VVI how_AVQ CT-TEP_NP0 applies_VVZ to_TO0 preservice_VVI teachers_NN2 at_PRP multiple_AJ0 universities_NN2 –_PUN facing_VVG their_DPS own_DT0 unique_AJ0 curricular_AJ0 and_CJC environmental_AJ0 issues_NN2 –_PUN as_CJS well_AV0 as_CJS varied_AJ0 levels_NN2 of_PRF preservice_VVB teachers_NN2 '_POS experience_NN1 ,_PUN including_PRP student_NN1 teachers_NN2 ._SENT How_AVQ will_VM0 the_AT0 continuation_NN1 of_PRF this_DT0 pandemic_AJ0 impact_NN1 attrition_NN1 rates_NN2 in_PRP classrooms_NN2 as_CJS well_AV0 as_CJS enrollment_NN1 rates_NN2 in_PRP teacher_NN1 preparation_NN1 programs_NN2 ,_PUN particularly_AV0 pre-field_AJ0 students_NN2 ?_SENT What_DTQ do_VDB we_PNP as_PRP teacher_NN1 educators_NN2 do_VDB to_TO0 ensure_VVI our_DPS own_DT0 university_NN1 programs_NN2 offer_VVB ,_PUN within_PRP the_AT0 curriculum_NN1 itself_PNX ,_PUN crisis_NN1 resources_NN2 that_CJT mitigate_VVB stress_NN1 /_PUN stressors_NN2 and_CJC provide_VVB coping_VVG strategies_NN2 to_TO0 preservice_VVI teachers_NN2 ?_SENT Moreover_AV0 ,_PUN how_AVQ do_VDB we_PNP teach_VVI them_PNP to_TO0 be_VBI a_AT0 conduit_NN1 for_PRP minimizing_VVG their_DPS prospective_AJ0 students_NN2 '_POS own_DT0 crises_NN2 while_CJS also_AV0 garnering_VVG insight_NN1 into_PRP our_DPS own_DT0 students_NN2 '_POS emotional_AJ0 health_NN1 ?_SENT What_DTQ can_VM0 teacher_NN1 educators_NN2 do_VDB to_TO0 assist_VVI students_NN2 already_AV0 in_PRP field_NN1 placements_NN2 during_PRP a_AT0 crisis_NN1 ?_SENT These_DT0 questions_NN2 are_VBB left_VVN unanswered_AJ0 ;_PUN hence_AV0 ,_PUN it_PNP is_VBZ essential_AJ0 for_PRP teacher_NN1 educators_NN2 to_TO0 focus_VVI on_PRP the_AT0 emotional_AJ0 health_NN1 and_CJC well-being_NN1 of_PRF preservice_VVB teachers_NN2 to_TO0 ensure_VVI they_PNP realize_VVI their_DPS possible_AJ0 selves_NN2 ._SENT 
6._CRD Conclusion_NN1 
The_AT0 COVID-19_AJ0 pandemic_AJ0 is_VBZ not_XX0 the_AT0 only_AJ0 crisis_NN1 preservice_VVB teachers_NN2 will_VM0 face_VVI ;_PUN thus_AV0 ,_PUN teacher_NN1 educators_NN2 need_VVB pedagogical_AJ0 tools_NN2 to_TO0 address_VVI emergencies_NN2 as_CJS they_PNP arise_VVB ._SENT Writing_VVG in_PRP the_AT0 context_NN1 of_PRF school_NN1 shootings_NN2 ,_PUN Wiest-Stevenson_NP0 and_CJC Lee_NP0 (_PUL 2016_CRD )_PUR offer_VVB :_PUN "_PUQ In_PRP an_AT0 increasingly_AV0 unpredictable_AJ0 and_CJC vulnerable_AJ0 time_NN1 ,_PUN it_PNP becomes_VVZ imperative_AJ0 for_PRP schools_NN2 to_TO0 be_VBI proactive_AJ0 in_PRP providing_VVG the_AT0 resources_NN2 ,_PUN environment_NN1 ,_PUN and_CJC planning_VVG to_TO0 assist_VVI in_PRP the_AT0 effective_AJ0 management_NN1 of_PRF traumatic_AJ0 situations_NN2 "_PUQ (_PUL p._NN0 498_CRD )_PUR ,_PUN and_CJC in_PRP the_AT0 middle_NN1 of_PRF a_AT0 COVID-19_AJ0 reality_NN1 ,_PUN these_DT0 words_NN2 could_VM0 not_XX0 resonate_VVI more_AV0 ._SENT The_AT0 CT-TEP_AJ0 model_NN1 provides_VVZ a_AT0 mechanism_NN1 to_TO0 gauge_VVI preservice_VVI teachers_NN2 '_POS emotions_NN2 while_CJS also_AV0 gleaning_VVG insight_NN1 into_PRP their_DPS possible_AJ0 selves_NN2 ._SENT 
