Listening vs. Storytelling: Effects of Narrative Modes on Pre-Service Teacher Identity and Neural Mechanisms

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Becoming Teachers: Identity, Narrative, and Pedagogical Journeys

Abstract

Narrative is a key tool for building teacher professional identity, yet the optimal mode remains unclear. This study employed behavioral measures and fNIRS hyperscanning to compare the effects of passively listening to expert narratives versus actively engaging in peer-based self-narrative among pre-service teachers. Results revealed that active self-narrative significantly enhanced professional identity more than passive listening, an effect particularly pronounced in undergraduates. Neural data uncovered distinct inter-brain synchronization patterns, implicating brain regions associated with both sensory and motor simulation during identity-narrative processing. These findings advocate for a pedagogical shift in teacher education from passive modeling towards active, peer-based narrative construction that fosters greater agentic engagement.

Authors

• Lisha Liu, Beijing Normal University

• Saidi Yu, Beijing Normal University

• Mengyuan Liu, Beijing Normal University