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

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

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.
The study combined qualitative and ecological approaches, and it was conducted with 20 pre-service language teachers in their last year of an online initial English language teacher education programme in Argentina in 2022. As part of a core module’s coursework, the participants were asked to complete a series of 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.
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 planned and 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.
The study advances a model of the spatiality of FoI which can help language teacher education programmes include a discussion of space in the intended and enacted curriculum.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalInnovation in Language Learning and Teaching
Publication statusPublished - 10 May 2023

Keywords / Materials (for Non-textual outputs)

  • space
  • funds of identity
  • disciplinary knowledge
  • teachorama


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