In the face of the traumas of a global pandemic, it became pertinent for teacher training programmes and educators like me to be intentional about practices that foreground a pedagogy of care with a focus on wellness and healing, courageous conversations and what Price-Dennis and Sealey-Ruiz (2021) has described as critical love. What does it mean to be a justice-oriented educator? How can we learn to have brave conversations in the classroom? How does writing and storytelling play into this? In this article, I will seek to show how I used writing and storytelling as a pedagogy and practice of care and critical love in my work with elementary education pre-service teachers. I will define and provide a comprehensive summary of these writing and storytelling practices. I use the term storytelling as an overarching theme that connects various reflective practices.

中文翻译：

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为健康而写作：教师教育中的讲故事、关怀和反思

面对全球大流行带来的创伤，教师培训项目和像我这样的教育工作者有必要有意识地开展以健康和康复为重点的护理教学法、勇敢的对话以及普莱斯-丹尼斯和西利的实践。 -鲁伊斯（Ruiz，2021）将之描述为批判性的爱。成为一名公正的教育者意味着什么？我们怎样才能学会在课堂上进行勇敢的对话？写作和讲故事如何发挥作用？在这篇文章中，我将试图展示我在与基础教育职前教师的工作中如何使用写作和讲故事作为关怀和批判性爱的教学法和实践。我将定义并提供这些写作和讲故事实践的全面总结。我使用讲故事这个术语作为连接各种反思实践的首要主题。