Vulnerability as an Emotional Dimension in Student Teachers' Narrative Identities Told With Self-Portraits

This article focuses on what student teachers tell about the emotional dimension of their identities with self-portraits. Narrative interviews with self-portraits were conducted with two student teachers in the final stages of their studies. The interviews were analysed by using narrative analysis, followed by a thematic cross-analysis of the two emplotted stories. The findings emphasise the importance of vulnerability as a significant emotional dimension of student teachers' identities, showing them to be vulnerable in relation to themselves, to others and to cultural teacher stories. From the perspective of student teacher identity construction, it was notable that the student teachers described moments of feeling unsuited to being a teacher, which made them feel vulnerable. The article discusses the meaning of self-portraits for research and for teacher education; telling stories with self-portraits can be used to understand the emotional dimension of student teachers' narrative identities.

Automated summary

This article explores the emotional dimension of student teachers' identities through narrative interviews with self-portraits, highlighting the significance of vulnerability in their identity construction. Student teachers described moments of feeling unsuited to being a teacher, showing vulnerability in relation to themselves, others, and cultural teacher stories. The use of self-portraits in telling stories can help understand the emotional dimension of student teachers' narrative identities.