Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers' visualisations of their professional futures

被引：17

作者：

Ruohotie-Lyhty, Maria ^{[1
]}

Aragao, Rodrigo Camargo ^{[1
,2
]}

Pitkanen-Huhta, Anne ^{[1
]}

机构：

[1] Univ Jyvaskyla, Dept Language & Commun Studies, POB 35, Jyvaskyla 40014, Finland

[2] Univ Estadual Santa Cruz, Dept Letras & Artes, Rodovia Jorge Amado,Km 16, BR-45662900 Ilheus, BA, Brazil

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 100卷

关键词：

Pre-service teacher education; Teacher emotions; Teacher identity; Visual methods; EMOTIONS; AGENCY; POWER;

D O I：

10.1016/j.tate.2020.103270

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2020 Elsevier Ltd. All rights reserved.

引用

页数：11