“…In other words, for teacher educators to glean a better sense of their students, they should utilize prospective reflection (through alternative assignments as suggested above) to gauge preservice teachers' emotional well-being. Instead of reflecting on the present crisis, such as the COVID-19 pandemic, redirecting reflection in a prospective frame allows teacher educators to comprehend students’ individual “goals, dreams, and anxieties for the future” ( Gaines et al., 2018 , p. 209), a better indicator of the long-term well-being of the preservice teacher and, thus, the teacher education program.…”