Constructing Teacher Self in a Dialogue between Multiple I-Positions : A Case from Teacher Education
Arvaja, M. (2023). Constructing Teacher Self in a Dialogue between Multiple I-Positions : A Case from Teacher Education. Journal of Constructivist Psychology, Early online. https://doi.org/10.1080/10720537.2023.2276275
Julkaistu sarjassa
Journal of Constructivist PsychologyTekijät
Päivämäärä
2023Tekijänoikeudet
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC
This study approached preservice teacher identity by drawing on Dialogical Self theory and especially the notion of I-position. The study explored how one preservice subject teacher, Aino, constructed her I-position as a becoming teacher in a dialogue between voices originating from her previous school experiences and voices stemming from her subject teacher pedagogical studies. The results of a dialogically oriented narrative analysis of the interview data showed that Aino constructed her teacher identity in a dialogical process between multiple internal and external I-positions. The pedagogical studies produced both positive and negative boundary experiences that enabled Aino to recognize tensions between internal (e.g., I as a becoming teacher and I as a pupil) and external (e.g., my past teachers) I-positions within her dialogical self. Aino constructed her preservice teacher identity in a critical dialogue and negotiation between different voices and I-positions originating from different times and places. Consequently, teacher education should help students become aware of the dynamics and tensions of the social, cultural, and institutional structures surrounding teachers’ work and to develop as agentive teachers who can transform their own thinking and practice in the complex, changing world of teachers’ work.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
1072-0537Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/194412227
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Akatemiahanke, SALisätietoja rahoituksesta
This work was supported by the Academy of Finland under Grant 346838.Lisenssi
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