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

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.