Visualizing EFL teacher identity (re)construction in materials design and implementation

Abstract

Abstract This study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher.