Imagining futures: Possible selves and professional identity in an early childhood pre-practicum incident

This study examines how three Chilean preservice early-childhood teachers configured their Professional Teacher Identity during a shared pre-practicum critical incident. Using a narrative-oriented qualitative design, we analysed two rounds of interviews, reflective writing on possible selves, and a co-construction meeting. A WhatsApp disclosure by a peer—who was both a preservice teacher and a parent— was followed by leadership action and culminated in the removal of two participants from their placement. Reflexive thematic analysis showed three recurring tensions: (1) emotional labour, as candidates balanced authenticity with expectations of professional self-regulation; (2) micropolitical agency, as vertical authority structures limited opportunities for dialogic participation; and (3) personal–professional boundary work, as parent, student, and future-teacher identities collided. Conceptually, the study demonstrates how possible selves and self-discrepancies shaped interpretations of the incident and the perceived attainability of desired professional futures. The findings point to practical implications for initial teacher education, including structured critical-incident learning, preparation for digital family–school communication, and reflective supervision that integrates work with possible selves.