Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional futures
Abstrakti
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.
Päätekijät
Aineistotyyppi
Artikkelit
Tutkimusartikkeli
Julkaistu
2021
Sarja
Aiheet
Julkaisu tutkimustietojärjestelmässä
Julkaisija
Elsevier
Julkaisun pysyvä osoite
https://urn.fi/URN:NBN:fi:jyu-202102121633Käytä tätä linkitykseen
Vertaisarvioinnin tila
Vertaisarvioitu
ISSN
0742-051X
DOI
https://doi.org/10.1016/j.tate.2020.103270
Kieli
englanti
Julkaisussa
Teaching and Teacher Education
Viite
- 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
Lisenssi
Funder(s)
Opetushallitus
Funding program(s)
OPH Fellowships
OPH Fellowships
Copyright© 2020 the Authors