How can a dialogue support teachers' professional identity development?: Harmonising multiple teacher I-positions
Assen,J. H. E. Koops,H. Meijers,F. Otting,H. Poell,R.F.
Assen,J. H. E.
Koops,H.
Meijers,F.
Otting,H.
Poell,R.F.
Abstract
The present study uses Dialogical Self Theory to explore the extent to which a dialogue supports teachers' professional identity development. Using a narrative approach that includes interviews, observations of educational activities and collective meetings, insight is gained into teachers’ I-positions, meta-positions and promoter positions. The findings suggest that a dialogue, in which teachers talk about boundary experiences and articulate I-positions, stimulates teachers to reflect on their teaching behaviour from a meta-position and enables them to harmonise their multiple I-positions. Moreover, it stimulates teachers to develop their identity as a teacher and to change their teaching behaviour.
Description
Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
Organizational Units
Journal Issue
Keywords
LEARNING-ENVIRONMENT, HIGHER-EDUCATION, CAREER IDENTITY, BELIEFS, METAANALYSIS, COMMUNITIES, CHALLENGES, CONTEXT, SCHOOL, WORK
Citation
Assen, J H E, Koops, H, Meijers, F, Otting, H & Poell, R F 2018, 'How can a dialogue support teachers' professional identity development? Harmonising multiple teacher I-positions', Teaching and Teacher Education: An international journal of Research and Studies, vol. 73, pp. 130-140. https://doi.org/10.1016/j.tate.2018.03.019