Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional futures
Ruohotie-Lyhty, M., Camargo Aragão, R., & Pitkänen-Huhta, A. (2021). Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education, 100, Article 103270. https://doi.org/10.1016/j.tate.2020.103270
Published inTeaching and Teacher Education
© 2020 the Authors
The process of envisioning the future is central to teachers’ identity construction, but different environments create distinct sociocultural conditions for the process. This qualitative study drawing on visual-textual methods compares Finnish and Brazilian student teachers’ desired and feared professional futures. Two different perspectives on future identities were detected: a desire for status and a desire for meaningfulness. The results revealed the radically different social status of teaching in the two countries and the role this played in the envisioned identities. The study highlights the importance of awareness of the socio-political nature of identity construction in developing teacher education.
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Related funder(s)Finnish National Agency for Education
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