Mental imagery of ‘future selves’ is considered a powerful means for motivating learners, and also teachers, whose own motivation is an important basis for the creation of engaging teaching–learning environments. This multiple case study accompanied Chilean novice teachers of English over 18 months and explores the use of visualizations of teacher selves as a reflection tool in early career development. What images of themselves and their classroom environments do novice teachers create when prompted to visualize themselves as ‘motivating teachers’? What role do these visualizations play in supporting novice teachers in implementing methodological innovations? And do novice teachers value the use of visualizations? Two contrasting cases demonstrate variability in the evolution of visions, and illustrate how these can fulfil different roles in assisting teachers during their induction phase.

中文翻译：

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以图像为导向——智利新晋教师对自己的看法

“未来自我”的心理意象被认为是激励学习者和教师的有力手段，教师自身的动机是创造引人入胜的教学环境的重要基础。这个多个案例研究陪伴了智利的英语新手教师超过 18 个月，并探索了教师自我的可视化作为早期职业发展中的反思工具的使用。当被提示将自己想象为“激励教师”时，新手教师会创建什么样的自己和课堂环境形象？这些可视化在支持新手教师实施方法创新方面发挥了什么作用？新手教师是否重视可视化的使用？两个对比鲜明的案例展示了愿景演变的可变性，