ERIC Number: EJ1440748
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0267-1522
EISSN: EISSN-1470-1146
Available Date: N/A
Primary Preservice Teachers' Exploration of Possible Selves through Narrated Metaphors during the COVID-19 Pandemic
Jihea Maddamsetti; Rui Yuan
Research Papers in Education, v39 n5 p685-704 2024
This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities. Their metaphorical expression of identities reflects the complex interplay between participants' construction of their possible selves within the temporal, social, and spatial context of the COVID-19 pandemic. Individual and collaborative metaphor-based reflections provided a reflective space for PSTs to explore professional becoming and future possibilities at the interface between their sense of agency and their situated temporal, spatial, and social context, even within asynchronous online teacher education courses during the COVID-19 pandemic.
Descriptors: Elementary School Teachers, Preservice Teachers, Self Concept, Personal Narratives, Figurative Language, COVID-19, Pandemics, Teacher Attitudes, Professional Identity, Electronic Learning, Asynchronous Communication, Reflection, Professionalism, Cooperative Learning, Preservice Teacher Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A