ABSTRACT
As we try to reenvision or reimagine something in teacher education that has yet to come fully into existence, reconsidering methodological approaches that authenticate this kind of research presents new challenges.1 As new methodologies emerge, we are challenged to imagine new ways of reconceptualizing and reconsidering findings and their efficacy in other fields. Specifically, methodologies in the visual and communicative arts are often nonbinary and spacetime theory enables us to reconceptualize how to make meaning of findings. This research directs us toward newfangled reconceptions of preservice teacher identity as illuminated by an imaginative methodology viewed through a spacetime lens.
