The spatiality of pre-service language teachers’ funds of professional identity

Abstract

ABSTRACT Purpose The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation to their funds of identity (FoI) and the agentive influence of space. Design The study was conducted with 20 pre-service language teachers in Argentina in 2022. As part of a core module's coursework, the participants were asked to complete tasks that would enable them to (1) envision their (present and/or future) professional self and (2) plan the FoI that would help them achieve that vision. Data were collected through class discussions, dioramas (teachoramas), and pre-recorded presentations. Findings Content and visual analysis shows that space may exercise a powerful influence on pre-service teachers' FoI. The participants identified themselves as teachers as leaders or facilitators. To construct those identities, they combined the following FoI: geographical (e.g. outdoor spaces), disciplinary (e.g. knowledge of English language teaching), cultural artifacts (e.g. digital devices), anticipatory (e.g. imagined future learners), and valuative (e.g. gender inclusion). These FoI show that the spatiality of pre-service teachers' FoI and projected professional self integrate physical, digital, and cognitive planes. Originality The study advances a model of the spatiality of FoI which can help language teacher education programmes include a discussion of space in the curriculum.