Place-Based Teacher Professional Identities in Visual Narratives: Promoting Critical Reflection and Cultural and Linguistic Responsiveness

• In Event: Beyond Survival: Supporting Preservice and Early Career Teachers to Thrive in the Profession

Abstract

Amid growing K-12 student diversity and socio-political shifts, preparing teachers with content and pedagogical knowledge, place-specific understanding, and critical awareness is imperative. This study investigates the development of teacher professional identities (TPIs) among teacher candidates at a small liberal arts college in the rural midwestern United States, focusing on their preparation for teaching diverse learners. Using visual narratives, we explore: (a) the impact of cultural and linguistic backgrounds on TPIs; (b) the relationship between TPIs and critical awareness; and (c) the impact of place-based identities. Findings reveal that place-based identities significantly influence TPIs, highlighting the importance of place-conscious teacher education. Also, visual narratives emerge as effective tools for critical reflection to foster equitable and responsive teaching practices.

Authors

• Hyunjin Jinna Kim, Western Michigan University

• Huseyin Uysal, The Education University of Hong Kong