Twenty-sixth International Conference on Learning

Abstract

Mental imagery of ideal future selves is considered a powerful means for motivation. Inspired by Dörnyei & Kubanyiova’s (2014) proposal to link teacher motivation and learner motivation within a framework based on building vision, this study explores how novice teachers of English as a Foreign Language have used visualisations of themselves as motivating teachers as a guiding principle in their first year as teachers. Have they helped them find ideal means to create a motivating classroom atmosphere? This longitudinal multiple case study was carried out with 18 Chilean early career teachers. Data were collected through interviews following visualisations, as well as classroom observations. Over a period of 18 months after the first round of interviews, teachers were interviewed and observed in regular intervals so as to analyse the development of their mental images, as well as the possibilities and limitations of putting these into practice. Results show that visualisations become more concrete over time, and guide novice teachers in some classroom decisions. Implications: By gaining a deeper understanding of the impact of mental imagery in teacher’s early professional development, we draw conclusions about the potential uses and pitfalls of this reflective tool in teacher education.