Rapidly changing and emotional times, such as the COVID-19 pandemic, can have drastic impacts on teachers' well-being. Using data from an episode of the 'Talking Teaching' podcast, this study explores how three Australian early-career teachers (ECTs) critically reflected on their practice in light of the emotional roller coaster caused by COVID-19. Drawing on Brookfield's theoretical lenses for critical reflection, important findings indicate that the podcasting process facilitated the ECTs' critical reflection on the shifts in their practice and changes in power relations with parents during remote learning. The latter finding points to the possibility of extending Brookfield's critical reflection lenses to include a 'parental perspectives' lens. It is argued that podcasting is a powerful critical reflection tool that supports ECTs' identity development and self-directed learning. Moreover, this study demonstrates the unique potential for podcasting in the generation of rich and authentic educational data.