ABSTRACT
In this chapter, the authors provide narratives drawing from the nexus of personal-theory-pedagogy-practice that had enriched them. B. Morgan’s notion of “identity-as-pedagogy” helps the author's to examine their teacher identities and think about potential pedagogical resources. Drawing on Simon’s poststructural work and recognizing identity as image-text, Morgan’s study sheds light on understanding how experienced teachers, construct and maintain the author's personal and professional identities. Based on visual autoethnographic accounts, the authors discovered that the pedagogical decisions that they made at present were largely drawn from the teacher biographies that shape their transnational literacies and identity-as-pedagogy; how they acquire, produce, and negotiate each language across multiple contexts and how this influences their “performed identities” or the ways in which they interact with students and deliver their lessons.
