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This study examined sets of teacher images created by preservice teachers. There were two drawings in each set; the first was drawn at the beginning of a semester and the second at the end. After the first images were completed, they were shared in class amidst a discussion which incorporated topics such as statistics, cultural trends, responsibilities, and stereotypes of teachers. Semiotic analyses of the first teacher images presented teachers as dull, stereotypical figures. While there were still some dull, stereotypical teachers in the second set of teacher images, there were a greater percentage of engaged, expressive, and technologically proficient teachers. It appears that the discussion in class, as well as subsequent discussions and course materials, may have influenced the re-thinking of the students’ initial images and subsequent reshaping of second images. Examining tacit assumptions of teachers using images can benefit new teachers as they begin to formulate their own teacher identities. Such reflection can proactively change potentially uninformed or negative assumptions.
Keywords 1. preservice teachers, 2. produced images, 3. visual semiotics, 4. perceptions of teaching, 5. longitudinal case study
DOI 10.33234/SSR.17.5