Title:
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A dialogical self approach to the conceptualisation of teacher- inquirer identity
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Author:
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Badia, Antoni; Liesa, Eva; Becerril, Lorena; Mayoral Serrat, Paula
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Other authors:
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Universitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna |
Abstract:
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Over the last thirty years, a substantial number of publications have attempted to
conceptualise the ways in which teachers carry out inquiries in order to affect changes
in educational practice. A number of different psychological models have been applied
to the study of teachers’ activities as inquirers, including models focusing on teachers’
professional development, socio-constructivist models of teacher thinking and teacher
learning models. The aim of this article is to provide a more comprehensive, in-depth
conceptualisation of teacher inquiry by using the central concepts of dialogical self
theory and by establishing a closer relationship between teacher identity and individual
teacher inquiry. We begin by defining the notions of teacher inquiry and teacher identity, and then go on to describe dialogical-self theory and how this approach can be
applied to the description of the teacher-inquirer identity. We conclude this position
paper with a detailed example in the form of a single case study illustrating how
teachers’ identity as inquirers can be analysed, and we offer some reflexions about
potential future research in this new area of study. |
Publication date:
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2020 |
Subject(s):
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Mestres -- Formació Identitat docent |
Rights:
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© Instituto Superior de Psicologia Aplicada and Springer Nature. Tots els drets reservats |
Pages:
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22 p. |
Document type:
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Article Article - Accepted version |
DOI:
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https://doi.org/10.1007/s10212-019-00459-z
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Published by:
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Instituto Superior de Psicologia Aplicada, Springer Nature
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Publish at:
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European Journal of Psychology of Education, Vol. 35, 2020
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