ABSTRACT
In a multiethnography, three teacher educators explore how the production and sharing of multimodal identity texts and duoethnographies assisted preservice and in-service language teachers to construct and reflect on their professional identities. Our findings suggest that various types of multimodal and reflective self-narrative creations are powerful tools in assisting educators in tracing and unpacking their lived experiences, as well as examining how they imagine, author, and enact their professional identities.
