Preservice teachers’ evolving professional identity as future teachers of literature through the eyes of a project-based learning experience

As the Humanities face declining status, teacher education must find ways to equip preservice teachers (PSTs) with the knowledge, skills, and mindset to express and sustain their discipline's relevance. This research studies how a project-based learning (PBL) framework can foster PSTs' professional identity as future literature teachers. Drawing on Nussbaum's capabilities approach, we examine how PBL serves as a framework for cultivating these capabilities. The research employs a qualitative case study design and includes 35 PSTs. Data were gathered through portfolios, open-ended questionnaires, and a focus group, enabling triangulation, and were analysed thematically. Findings are presented through a ‘What–Why–How’ model: the what describes the PSTs' understandings of their professional role; the why explains their commitment to the value of teaching literature; and the how identifies pedagogical practices for implementing these insights. The findings suggest that participation in PBL may contribute to preservice teachers' perceived development of professional identity as literature educators.