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.

摘要

本研究探讨了美国在线异步课程中的小学职前教师 (PST) 如何通过在美国在线异步课程中使用隐喻来（共同）构建和（重新）协商他们的职业身份。根据他们选择的隐喻，参与者表达了他们想要和害怕的身份。他们对身份的隐喻表达反映了参与者在 COVID-19 大流行的时间、社会和空间背景下构建可能的自我之间复杂的相互作用。基于个人和协作隐喻的反思为 PST 提供了一个反思空间，让他们在代理感与其所处的时间、空间和社会背景之间的界面上探索职业发展和未来的可能性，