Primary preservice teachers’ exploration of possible selves through narrated metaphors during the COVID-19 pandemic

Abstract

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.

Keywords:

• a possible-selves and narrative framing of teacher identities
• metaphor
• teacher education
• the COVID-19 pandemic crisis

Disclosure statement

No potential conflict of interest was reported by the author(s).