A dialogical self approach to the conceptualisation of teacher- inquirer identity
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Author
Badia, Antoni
Liesa, Eva
Becerril, Lorena
Mayoral Serrat, Paula
Other authors
Universitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna
Publication date
2020Abstract
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.
Document Type
Article
Accepted version
Language
English
Keywords
Mestres -- Formació
Identitat docent
Pages
22 p.
Publisher
Instituto Superior de Psicologia Aplicada, Springer Nature
Is part of
European Journal of Psychology of Education, Vol. 35, 2020
This item appears in the following Collection(s)
Rights
© Instituto Superior de Psicologia Aplicada and Springer Nature. Tots els drets reservats