ABSTRACT
In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help ofa critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this profesional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students.