Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional futures
Abstract
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.
Main Authors
Format
Articles
Research article
Published
2021
Series
Subjects
Publication in research information system
Publisher
Elsevier
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202102121633Use this for linking
Review status
Peer reviewed
ISSN
0742-051X
DOI
https://doi.org/10.1016/j.tate.2020.103270
Language
English
Published in
Teaching and Teacher Education
Citation
- 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
License
Funder(s)
Finnish National Agency for Education
Funding program(s)
OPH Fellowships
OPH Fellowships
Copyright© 2020 the Authors