ABSTRACT This article presents installation as a professional learning site for early childhood teachers to visualise relationships between key events, people and places influencing their professional identity journeys. Aesthetic processes of collecting, creating and representing the ways teachers see their evolving identities offer opportunities to reveal connections and influences that impact identity development. This investigation of teachers’ unfolding stories provoked the methodological design of seven ‘aesthetic frames’ for uncovering and sharing what was revealed about self-as-teacher. Contributions from six early childhood teachers were shared with the primary researcher over a period of 14 weeks before being assembled and viewed collectively in a final focus group as installation. Selected frames are offered in this article as storied forms of visual narrative that present participating teachers with opportunities for critical reflection. As an arts-informed research process, installation provided teachers with a uniquely aesthetic model for understanding and transforming their identity journeys. The immediacy of lived teaching experience captured through image and text also prompting teachers to see with refreshed perspective, new ways for expressing and evaluating pedagogy–practice connections.

中文翻译：

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组装身份标识线：安装为教师的专业学习网站

摘要本文为幼儿教师提供了作为专业学习站点的装置，以可视化影响其专业身份之旅的关键事件，人员和场所之间的关系。收集，创造和代表教师看待他们不断变化的身份的方式的审美过程为揭示影响身份发展的联系和影响提供了机会。对教师展开故事的这项调查激发了七个“美学框架”的方法论设计，以发现和分享自我指导者所揭示的内容。在14个星期的时间里，与6位幼儿老师分享了他们的研究成果，然后进行了汇总，并在最后一个焦点小组中将其视为装置。本文提供了一些选定的框架，作为视觉叙事的故事形式，为参与的教师提供了进行批判性反思的机会。作为一种了解艺术的研究过程，装置为教师提供了独特的美学模型，以理解和改变他们的身份之旅。通过图像和文字捕捉到的实时教学经验的即时性，也促使教师以崭新的视角看到表达和评估教学法与实践联系的新方法。