Digital reflections of exploring identity through a/r/tographic inquiry in teacher education

This research examines how digital media opportunities can be addressed in the context of questioning a/r/tographic identities during teacher training in art education. The study is based on a two-stage implementation model consisting of coursework and extracurricular activities. Pre-service teachers explored digital media opportunities, transforming them into artistic production processes and consolidating these experiences through extracurricular activities. The implementation process was designed to support participants' awareness of their multiple identities. Pre-service teachers questioned the potential of their artist, researcher, and pedagogical identities through digital media opportunities, laying the groundwork for digital identity exploration. The research was structured using a/r/tography methodology, with data analyzed through thematic analysis and inter-thematic relationships reflected through a rhizomatic approach. Results indicate that through digital media use, pre-service teachers acquired competencies at different levels and evaluated their professional potential by becoming aware of their multiple identities.