Abstract
ABSTRACT This study examined the kinds of narratives that nine pre-service teachers shared in online collaborative learning discussions about the future of education in relation to global megatrends, namely digitalisation and ecological sustainability. We also analysed how they positioned themselves in the future of education. We used data-driven qualitative analysis and narrative analysis, and we report our findings partly as non-fiction comic strips. We found that the pre-service teachers (1) viewed digitalisation in education through antonyms and ambivalence, (2) emphasised critical media literacy, (3) viewed ecological perspectives through a main and counter-narrative (taking root more deeply vs. not everyone needs to get excited) and (4) emphasised the role of action. In terms of positioning, we found dynamic tensions between passive and active stances. We discuss our findings in light of teacher identity and education for democracy and sustainability. The results can be used as thinking tools in teacher education.
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