Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme

Figures & data

Figure 1. Example of a multimodal postcard of a pre-service teacher at the start of the TEP.

Table 1. Data Collection and Participants.

Data Collection	Participants	Gender	Major subjects of the participants
Teacher Education Programme from September 2014 to May 2015 (Students 1–22)	Postcards (October 2014, N = 22)	Female 19 Male 3	German 7, Italian/French/Russian 5, Spanish 7, Swedish 3
	Responses to postcards (May 2015, N = 21)	Female 18 Male 3	German 7, Italian/French/Russian 4, Spanish 7, Swedish 3
Teacher Education Programme from September 2015 to May 2016 (Students 23–51)	Postcards (September 2015, N = 29)	Female 25 Male 4	German 5, Spanish 4, French/Italian/Latin/Russian 8, Swedish 12
	Responses to postcards (May 2016, N = 22)	Female 18 Male 4	German 4, Spanish 3, French/Italian/Latin/Russian 7, Swedish 9

Table 2. Trainees’ (N = 51) visual representations in the postcards.

Visual Representations	The number of occurrences
Trainee with positive artefacts	11
Trainee with negative artefacts	6
Trainee standing alone	6
Trainee with speech bubbles or words	6
Trainee with students presented as small figures	5
Trainees’ own names with positive artefacts	2
Thoughts/ideas of being a teacher	2
Images or words related to the target language/culture or its teaching	5
Other	8

Figure 2. Postcard of a trainee.

Figure 3. Postcard of a trainee.

Table 3. Distribution of the disorienting dilemmas mentioned by the pre-service teachers (N = 51) (the number of trainees who mentioned the topic presented in brackets, multiple mentioning possible).

Main Category	Distinctive Features	Example
Self-esteem as a teacher (24)	Feelings of insecurity (21) Feelings of inexperience (3)	“What if I cannot teach?” (St. 19, German)
Classroom work (15)	Classroom management (8) Work with learner (4) Use of digital devices (3)	“Some of the classes that we observed were like h***: so much noise and total anarchy. In these classes, I had the feeling that this is not worth doing, you cannot deal with it”. (St. 2, German)
Subject-matter knowledge (12)	Linguistic skills (12)	“I do not remember all the grammar rules myself – how can I teach them to others?” (St. 4, Swedish, 2014)
Teaching profession (8)	Career choice (5) Future employment (3)	“I do not know if I want to become a teacher”. (St. 21, Swedish)
Teacher education (4)	Unclear goals (3) Role of the student (1)	“Right now, I find it difficult to behave like an adult, and when I feel myself as a student, I don't know what to do”. (St. 48, Swedish)

Table 4. Distribution of the changes reported by the pre-service teachers (N = 43) (the number of the trainees who mentioned the topic presented in brackets, multiple mentioning possible).

Main Category	Distinctive Features
Self-esteem as a teacher (23)	Increased self-confidence (16) Feelings of insecurity (7)
Classroom work (14)	Work with learners motivating (11) Classroom management is not scary anymore (3)
Teaching profession (8)	Career choice was confirmed (4) Planning of teaching time consuming (4)
Teacher education (5)	Too much guidance (3) Strong learning effect (1) Ways of receiving feedback (1)
Subject-matter knowledge (4)	Language skills good enough for teaching profession (3) Communication in the target language still difficult (1)