The spatiality of pre-service language teachers’ funds of professional identity

Purpose The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation their funds (FoI) and the agentive influence space.Design conducted with 20 teachers Argentina 2022. As part a core module's coursework, participants were asked complete tasks that would enable them (1) envision (present and/or future) self (2) plan FoI help achieve vision. Data collected through class discussions, dioramas (teachoramas), pre-recorded presentations.Findings Content visual analysis shows space may exercise powerful on FoI. identified themselves as leaders or facilitators. To construct those identities, they combined following FoI: geographical (e.g. outdoor spaces), disciplinary knowledge English teaching), cultural artifacts digital devices), anticipatory imagined future learners), valuative gender inclusion). These show spatiality projected integrate physical, digital, cognitive planes.Originality advances model which can teacher education programmes include discussion curriculum.