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

Research output: Contribution to journalArticleScientificpeer-review

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

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
StatePublished - Jul 2018

    Research areas

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