A dialogical self approach to the conceptualisation of teacher-inquirer identity
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A dialogical self approach to the conceptualisation of teacher-inquirer identity Antoni Badia 1
& Eva Liesa
2
& Lorena Becerril
1
& Paula Mayoral
2
Received: 30 April 2019 / Revised: 13 December 2019 / Accepted: 22 December 2019 # Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. 2020
Abstract
Over the last 30 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, socioconstructivist 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. Keywords Dialogical self . I-position . Teacher identity . Teacher-inquirer identity
Introduction This aim of this position paper is to offer a more comprehensive understanding of the conceptualisation of the notion of teacher-inquirer identity using dialogical self theory. To meet this general objective, we consider that it will be necessary to attain the four specific objectives that follow: (1) to define teacher inquiry and teacher identity, (2) to identify a range of potential psychological components of teacher-inquirer identity, (3) to define teacher-
* Antoni Badia [email protected]
1
Faculty of Psychology and Educational Sciences, Universitat Oberta de Catalunya, Rambla del Poblenou, 156, 08018 Barcelona, Spain
2
Department of Psychology, Ramon Llull University, Barcelona, Spain
A. Badia et al.
inquirer identity using dialogical self theory and (4) to give a practical example of how teacher-inquirer identity can be described in a single case study. The notion of teacher-inquirer identity has important implications for research, policy and teacher education. Research examining the notion of teacher-inquirer identity has the potential to open the door to the study of teacher inquiry from new psychological perspectives. This would contribute to the current body of knowledge in the field of study of teacher identity, employing a novel approach based on the theory of dialogical self. In turn, the new knowledge that will emerge from the study of this topic will be useful in the design and implementation of educational reforms and innovations a
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