ABSTRACT

This article focuses on what student teachers tell about the emotional dimension of their identities with self-portraits. Narrative interviews with self-portraits were conducted with two student teachers in the final stages of their studies. The interviews were analysed by using narrative analysis, followed by a thematic cross-analysis of the two emplotted stories. The findings emphasise the importance of vulnerability as a significant emotional dimension of student teachers’ identities, showing them to be vulnerable in relation to themselves, to others and to cultural teacher stories. From the perspective of student teacher identity construction, it was notable that the student teachers described moments of feeling unsuited to being a teacher, which made them feel vulnerable. The article discusses the meaning of self-portraits for research and for teacher education; telling stories with self-portraits can be used to understand the emotional dimension of student teachers’ narrative identities.

摘要

本文重点关注学生教师通过自画像讲述他们身份的情感维度。在学习的最后阶段，对两名学生教师进行了自画像的叙事访谈。通过使用叙事分析对访谈进行分析，然后对两个情节故事进行主题交叉分析。研究结果强调了脆弱性作为学生教师身份的一个重要情感维度的重要性，表明他们在与自己、他人和文化教师故事的关系中容易受到伤害。从学生教师身份建构的角度来看，值得注意的是，学生教师描述了不适合当老师的时刻，这让他们感到脆弱。文章讨论了自画像对研究和教师教育的意义；用自画像讲故事可以理解学生教师叙事身份的情感维度。