Experienced teachers’ identity based on their I-positions: an analysis in the catalan context

Antoni Badia, Eva Liesa

    Producció científica: Article en revista indexadaArticleAvaluat per experts

    9 Cites (Scopus)


    Dialogical self theory is applied to describe the identity of a group of experienced Catalan teachers. Participants (N = 58) were asked about their positions and I-positions via a written survey, and the data were analysed using qualitative and quantitative procedures. The findings show a comprehensive description of nine types of positions (to educate children, to plan instruction, to support and assess learning, to promote a positive learning environment, to improve educational practice, to collaborate with colleagues, to build a relationship with families, to manage the school, and to collaborate with external professionals) as well as thirty types of I-positions. In addition, four clusters of teachers were identified, each of which emphasised different positions: instruction and school management; instruction and improvement of educational practice; education of children and teaching students; and education of children and improvement of educational practice. Comparative research on teachers’ I-positions could be conducted in different contexts.

    Idioma originalAnglès
    Pàgines (de-a)1-16
    Nombre de pàgines16
    RevistaEuropean Journal of Teacher Education
    Estat de la publicacióPublicada - 2020


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