From Theory to Method: Ecological Mapping as Critical Qualitative Tool for Visualizing Teacher Identity Development

• In Event: Expanding the Edges of Method: Multimodal, Participatory, and Equity-Centered Innovations in Qualitative Research

Abstract

This study examines ecological mapping as a critical qualitative method to explore identity and agency development among preservice teachers (PSTs) at a rural, Hispanic-serving community college. Drawing on equity-focused interpretations of Bronfenbrenner’s ecological theory, critical pedagogy, and humanizing inquiry, the project integrates visual mapping with reflective journaling over a semester. Eighteen PSTs produced maps and narratives that revealed three emergent themes: (1) narrative repair and cultural affirmation, (2) intentional professional practice, and (3) systemic awareness and resistance. The study reimagines ecological theory as a participatory, justice-oriented methodology and showcases how multimodal, arts-informed practices support critical consciousness and identity formation in teacher education, particularly in marginalized populations. It contributes to methodological discourse by expanding what counts as data and reflective practice.

Authors

• Xiaohan Yang Zhu, Texas A&M University

• Sarika S. Gupta, Bank Street College of Education

• Bailey A. Kaufman, Fordham University