Foreword by Hubert Hermans
When a society becomes more complex and heterogeneous, the identity of teachers "is also challenged to become more complex and heterogeneous. The school, as a reflection of society, needs flexible educators, capable of adapting to change. From the perspective of Dialogical Self Theory, this fle...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:231321 |
| Acceso en línea: | https://ddd.uab.cat/record/231321 https://dx.doi.org/urn:doi:10.5565/rev/qpsicologia.1641 |
| Access Level: | acceso abierto |
| Palabra clave: | Social change Educational models Multiplicity of i-positions Dialogical self theory Cambio social Modelos educativos Multiplicidad de posiciones del yo Teoría del yo dialógico |
| Sumario: | When a society becomes more complex and heterogeneous, the identity of teachers "is also challenged to become more complex and heterogeneous. The school, as a reflection of society, needs flexible educators, capable of adapting to change. From the perspective of Dialogical Self Theory, this flexibility translates into the need to adopt a multiplicity of positions of the self as involved in permanent dialogue. These I-positions have the quality of being individual, but also social and their coalition with the I-positions of others can generate shared positions or We-positions. This is an indispensable condition to achieve the successful development of innovative educational projects. Among the different functions that I-positions can adopt, two are crucial. The activation of metapositions that allow reflection on the other, more specific, positions and promoter-positions that provide a developmental impetus and direction to the other positions. The text ends by underlining the relevance of this dialogical perspective to the contemporary world. |
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