A well-developed professional identity is a critical asset for novice teachers, supporting their ability to navigate early career challenges and fostering resilience and self-efficacy. Professional identity, as shaped through experience, reflection, and social interaction, serves as a key component in teachers’ professional growth and commitment to the profession. Simulations technology offers a powerful experiential learning environment in which novice teachers can grapple with real-life dilemmas and begin shaping their professional selves. However, while simulation-based learning is increasingly used in teacher education, little is known about how novice teachers articulate their evolving professional identity following such experiences. This study addresses this gap by exploring how participation in simulation-based workshops contributes to the construction and expression of professional identity among novice teachers, using imagery as a reflective and analytic tool.
Research Objectives: This study examines novice teachers' professional identity as reflected through their experiences in simulations.

The research questions are:
1. How do novice teachers perceive the value of learning through simulations?
2. What imagery do novice teachers use to reflect on their role as educators following participation in simulations?

Method:
The study sample consists of 160 novice teachers who participated in simulation workshops as part of an induction program. The research follows a qualitative approach, utilizing imagery as reflective responses, and 20 semi-structured interviews. Thematic analysis was used to identify key patterns in the participants’ expressions of professional identity.

Findings:
Participants reported that simulations significantly enhanced their professional awareness, particularly regarding interpersonal communication with students, parents, and colleagues. They highlighted increased confidence and a deeper understanding of their roles as educators. Through metaphorical imagery, four dominant identity constructs emerged:
a) The Juggler – portraying teachers as multitaskers managing diverse challenges;
b) The Therapist – emphasizing emotional support, patience, and containment;
c) The Guide – positioning teachers as navigators who offer direction and clarity;
d) The Parental Figure – viewing teaching as a role of care, responsibility, and presence.
These metaphors reveal how novice teachers conceptualize and internalize their emerging professional identities, drawing on both cognitive and emotional dimensions of teaching.

Research Contribution:
This study offers a lens for understanding teacher identity formation by integrating simulation technology with imagery-based reflection. In light of global educational disruptions, such as those experienced during the COVID-19 pandemic, simulation-based learning provides an emotionally resonant and practice-oriented method to support teacher resilience, identity development, and retention. The findings underscore the value of incorporating metaphor and imagery into induction and professional development programs as tools for enhancing reflection, supporting emotional processing, and strengthening commitment to the teaching profession. This research provides practical insights for educators, facilitators, and policymakers aiming to design impactful, identity-sensitive learning environments in teacher education.

Keywords: Novice Teachers, Professional Identity, Educational Simulations.