Embodied Becoming of Teachers : Exploring Pre-service Elementary Teachers’ Identity Formation through Performativity Theory and the Gendered Bod

Objectives This study explores teacher identity formation as a sociocultural process constructed through bodily and gendered performance. Using Judith Butler's theory of performativity and the concept of the gendered body as a theoretical framework, it critically examines how embodied practices shape becoming a teacher. The aim is to provide a theoretical and pedagogical foundation for reimagining teacher education as a performative practice of identity, beyond the acquisition of instructional skills. Methods This study adopts a theoretical literature review to critically examine the processes of teacher identity formation and embodiment through the lens of performativity theory and the gendered body. Results First, teacher identity should be understood as an embodied and performative process, supported by reflective practices. Second, gender sensitivity education is essential to challenge normative teacher images and foster critical awareness. Third, movement-based expression classes offer exploratory spaces for enacting identity as a continuous performative process. A discursive environment that understands teacher identity as fluid, multilayered practice must be fostered. Conclusions Future research should qualitatively examine embodied practices in teaching contexts or empirically explore the impact of body-based pedagogical activities on identity formation.