A dialogical self-approach to understanding teacher identity in times of educational innovations
Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. F...
| Autores: | , |
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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:231312 |
| Acceso en línea: | https://ddd.uab.cat/record/231312 https://dx.doi.org/urn:doi:10.5565/rev/qpsicologia.1572 |
| Access Level: | acceso abierto |
| Palabra clave: | Education Educational personnel Teacher professional identity Dialogical self theory Educación Personal docente Identidad profesional del profesor Teoría del self dialógico |
| Sumario: | Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but also of their identity as a team or We-position. |
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