An exploration of pre-service teacher identity construction through visual and textual metaphors

• Miguel Farías ^[1] ; Leonardo Véliz ^[2]
  1. [1] Universidad de Santiago de Chile

     Universidad de Santiago de Chile

     Santiago, Chile

     
  2. [2] University of New England

     University of New England

     Australia

     
• Localización: Literatura y lingüística, ISSN 0717-621X, ISSN-e 0716-5811, Nº. 52, 2025, págs. 479-503
• Idioma: inglés
• DOI: 10.29344/0717621X.52.3875
• Títulos paralelos:
  • Explorando la construcción identitaria de profesores en formación por medio de metáforas visuales y textuales
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio investiga la construcción de la identidad en un pro-grama de formación de profesores de inglés, centrándose en perspectivas multimodales y globalizadas. A través del análisis narrativo, se examinan las metáforas textuales y visuales de los uturos profesores, revelando las complejas formas en que con-ceptualizan sus funciones. Los datos de cuatro profesores en formación abordan las tensiones y posibilidades de la construc-ción de la identidad en un contexto globalizado, y sus funciones imaginadas como profesores de inglés en un mundo altamente tecnologizado. Este examen crítico pone de relieve el impacto de los entornos de alfabetización multimodal en la formación de la identidad docente, haciendo hincapié en la naturaleza situada y fluida de la construcción de la identidad en una era digital.

  • English

    Research on teacher identity has expanded to include narratives about learning processes and teachers’ becoming in a globalized world. This study investigates identity construction in an English language teacher education program, focusing on multimodal and globalized perspectives. Through a case-study narrative analysis approach, the study examines textual and visual metaphors of pre-service teachers, revealing complex ways they conceptualize their roles. Data from four pre-service teachers address tensions and possibilities of identity construction in a globalized context, and their imagined roles as English language teachers in a highly technologized world. This critical examination highlights the impact of multimodal literacy environments on teacher identity formation, emphasizing the situated and fluid nature of identity construction in a digital era.

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