When we think of ‘teacher’ what images come to mind? In what ways have popularised images of teacher influenced the ways we see teachers’ work? For those who spend their professional lives living and working in educational contexts, how have these images of “memory and myth” (Weber & Mitchell, 1995, xi) guided understandings of self and practice? With these questions as a springboard, I explored the use of aesthetic tools for uncovering the identity journeys of six early childhood teachers working in Sydney, Australia. Engaging processes of collecting, creating, and representing, teachers in this research project used a variety of visual modes for revealing the connections and contradictions often associated with representations of ‘teacher’, while examining the influence of personally embedded stereotypes on their search for images to make sense of evolving professional identities. Participants shared their earliest memories of ‘teacher’ and revealed stories of teaching experience impacting their identity formation. Engaging collaborative forms of reflection, the aesthetic nature of the research itself created a unique space to share processes involved in better understanding teacher identity journeys.
|Title of host publication||Multiple early childhood identities|
|Editors||Andi Salamon, Angela Chng|
|Place of Publication||Abingdon, Oxon|
|Number of pages||17|
|ISBN (Print)||9780367001339, 9780367001315|
|Publication status||Published - 2019|
|Name||Thinking about pedagogy in early childhood education|