ABSTRACT Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place with others in early childhood contexts? In this ongoing Sydney-based project, six teachers working in prior-to-school (long day care) settings critically reflected on and represented their identity journeys across the professional experience. Using a new place-based framework for exploring identity development, teachers traced their encounters with the place(s), with multi-modal forms of representation and reflection supporting teachers’ re-examination of significant biography events and social-cultural locatedness. Using aesthetic ways of thinking and representing, this article provides insight into the place-based nature of early childhood teachers’ lives and work, illustrating the interwoven nature of teacher identity often formed “out of view”. Challenges associated with shifting personal and professional terrains are clarified, opening possibilities for renewal of pedagogies and transformation of identity understandings.

中文翻译：

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身份和基于地点的教师身份：不同的个人和职业环境之间有什么联系？

摘要 鉴于身份在意义的社会文化背景中不断演变，基于地点的身份与教师身份的发展之间是否存在任何可感知的联系？不断变化的个人和专业经验故事如何影响教师的地方感，即地方是通过在幼儿时期与其他人在时间和地点上相互关联的生活和工作方式来概念化的？在这个正在进行的悉尼项目中，六名在学前（长期日托）环境中工作的教师批判性地反思并代表了他们在整个职业经历中的身份之旅。使用新的基于地方的框架来探索身份发展，教师追踪他们与地方的相遇，以多模态的表现和反思形式支持教师重新审视重要的传记事件和社会文化定位。本文运用审美的思维方式和表现方式，洞察幼儿教师生活和工作的地方性，说明教师身份经常形成的“视而不见”的交织性质。与不断变化的个人和职业领域相关的挑战得到澄清，为更新教学法和转变身份理解开辟了可能性。说明教师身份的交织性质经常形成“视线之外”。与不断变化的个人和职业领域相关的挑战得到澄清，为更新教学法和转变身份理解开辟了可能性。说明教师身份的交织性质经常形成“视线之外”。与不断变化的个人和职业领域相关的挑战得到澄清，为更新教学法和转变身份理解开辟了可能性。