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

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

13 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)130-140
JournalTeaching and Teacher Education: An international journal of Research and Studies
Volume73
DOIs
Publication statusPublished - 2018

Keywords

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

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