How can a dialogue support teachers' professional identity development?: Harmonising multiple teacher I-positions

J. H. E. Assen, H. Koops, F. Meijers, H. Otting, R.F. Poell

Research output: Contribution to journalArticleScientificpeer-review

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.

LanguageEnglish
Pages130-140
JournalTeaching and Teacher Education: An international journal of Research and Studies
Volume73
DOIs
StatePublished - Jul 2018

Keywords

  • LEARNING-ENVIRONMENT
  • HIGHER-EDUCATION
  • CAREER IDENTITY
  • BELIEFS
  • METAANALYSIS
  • COMMUNITIES
  • CHALLENGES
  • CONTEXT
  • SCHOOL
  • WORK

Cite this

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title = "How can a dialogue support teachers' professional identity development?: Harmonising multiple teacher I-positions",
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.",
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year = "2018",
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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.

In: Teaching and Teacher Education: An international journal of Research and Studies, Vol. 73, 07.2018, p. 130-140.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Poell,R.F.

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KW - LEARNING-ENVIRONMENT

KW - HIGHER-EDUCATION

KW - CAREER IDENTITY

KW - BELIEFS

KW - METAANALYSIS

KW - COMMUNITIES

KW - CHALLENGES

KW - CONTEXT

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