Guided by images—Chilean novice teachers’ visions of themselves
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[1] Pontificia Universidad Católica de Valparaíso
Pontificia Universidad Católica de Valparaíso
Valparaíso, Chile
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 75, Nº 4, 2021, págs. 451-459
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
